Nala Huiying Lee - University of Hawai`i at Mānoa Department of

A GRAMMAR OF BABA MALAY
WITH SOCIOPHONETIC CONSIDERATIONS
A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF
THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
DOCTOR OF PHILOSOPHY
IN
LINGUISTICS
DECEMBER 2014
By
Nala Huiying Lee
Dissertation Committee:
Lyle Campbell, Chairperson
Andrea Berez
Robert Blust
Katie Drager
Barbara Watson Andaya
Copyright © 2014
by
Nala Huiying Lee
ii
Dedicated to the memory of
Lee Tai San alias Yap Kim Seng,
my Peranakan grandfather
and
Hung Kok Cheong,
my Hockchia grandfather
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ACKNOWLEDGMENTS
I had looked forward to many things. For example, being able to say, yes there is a doctor on
board the plane and could I give you an aspirin? (Just kidding). Chief among which, I had always
looked forward to writing this page, knowing that it would mark a particular milestone in my
dissertation writing. Yet, this has been the most difficult page I have ever had to write in my
thus-far short academic career, not because there is no one to thank, but because I am afraid I
might have left you out, and if I do thank you here, there is a high chance that even the most
profuse expression of gratitude falls short. Do bear with me as I attempt to do justice to all the
kindness I have received.
This dissertation was made possible, and due in no small part, to the encouragement and support
of many people. My gratitude goes out to my key language consultants who have been nothing
but generous with their time and language expertise. Thank you Baba Peter Wee, president of the
Peranakan Association Singapore and proprietor of Katong Antique House, for the exceptional
company and for encouraging my love of books and all things old; Baba Victor Goh, cultural
advisor to the Gunong Sayang Association, for being ever so patient and for sharing with me
your passion for the Peranakan culture; my dearest mamah ‘grandmother’ Nyonya Jane Quek,
for all the chuckles and for spoiling me with good old home-cooked Peranakan lauk-lauk
‘dishes’; Baba Albert Ku and wife, Aunty Lydia, for welcoming me to Malacca and for treating
me like your own; and my own Grand Uncle Chan, for inspiring me with your genteel nature and
for sharing with me Lee family stories from dulu-dulu ‘long long ago’. I am also thankful to all
other members of the Associations who have extended their generosity to me in some way or
other.
At the University of Hawai‘i, I am indebted to my dissertation committee. I wish to thank my
chairperson, Lyle Campbell, for encouraging me to pursue a grammar, for constantly being my
voice of reason when all I wanted were the moon and the stars (and at times Jupiter and Mars),
for having a big heart and for lending me the perfect space to work in, for his superhuman
response time, and for making my dissertation stronger just by asking the right questions; Andrea
Berez for sharing her expertise and enthusiasm on matters of language documentation, for
encouraging me to explore different technologies to keep my dissertation organized and on-track,
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and for her good humour and well-timed wit; Robert Blust for being one of the first people to
welcome me to Hawai‘i, for making the Austronesian world such an interesting one to be in, for
combing through my references in every submission with a fine-toothed comb, so that my
bibliographies became models of exception, and for encouraging me to challenge myself every
step of the way; Katie Drager for introducing me to sociophonetics, for being patient with me
when statistics got me (not the other way around), and for her warmth and energy all around; and
Barbara Watson Andaya for her kindness, for coming on board so readily as an external member,
and for taking a genuine interest in my work.
I am also grateful to classmates and friends at the University. Thank you Katie Gao (née Butler)
for the late nights at Sinclair Library, for making sure I had enough food and coffee to get
through the weeks of my comprehensive exams, for all the times it got tough, and for all the
good ones too; Sunju Kim for equally good company, for the evenings at the coffeeshop, and for
teaching me random Korean phrases; Carolina Aragon for keeping me upbeat, for making me
doce de leite, and for being my constant gym buddy; John Van Way for being an all-round
excellent colleague and co-writer, for creating the Language Endangerment Index with me, and
for keeping my competitive edge sharp; Tamami Harada for her selfless friendship, her
generosity, and for keeping me sane over the weekends. I also wish to thank members of the
sociolinguistics interest group, In-group, and Da Pidgin Coup for making me feel at home with
my work in Hawai‘i. Special thanks goes to Kent Sakoda for all the talk story time and for
feeding me candy and zabon. I am also grateful to Jennifer Kanda and Nora Lum. I am forever in
awe at their efficiency and adeptness, and how much they know everything there is to know
about what form there is to fill in, or when I have to turn it what.
At the National University of Singapore, I am grateful to current head of department, John
Richardson, and my previous head of department, Lionel Wee for all their encouragement in my
academic career; to my mentor, Bao Zhiming for always finding time for me and for all his
sagely advice; to Mie Hiramoto, the elder sister I never had, for all the times I panicked and
needed a listening ear, and for showing me that people who live with the same philosophies as I
do can come out just fine. At the Nanyang Technological University, I owe much to past
colleagues, especially Ng Bee Chin and Tan Ying Ying. They were among the first people to
stand by me.
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To Mama, thank you for sharing your love of different cultures and your curiosity of the world
with me. To Papa, thank you for years of ferrying my friends and me around in your car, for
tirelessly standing by me in your quiet ways. To Juan, if not for you, I don’t think I would have
ever been able to come do this and feel good about it. Thank you for being my amazing sister. To
Shawn, thanks for the laughs and welcome to the family. To my in-laws, you are probably the
best ones there are out there. Thanks for supporting the kind of lifestyle that I lead and the work
that I do. To Iswen, my partner in life, this journey would have been so different without you,
and we did it, husband. I cannot wait to explore the world with you. Woof to Ruffy and Snowy,
who can’t read this, without whom this dissertation might have been completed some weeks
earlier.
This research was supported by funding provided by the National University of Singapore
Overseas Graduate Scholarship, the University of Hawai‘i Department of Linguistics Graduate
Assistantship, Achievement Scholarship, and Endowment Fund, as well as the University of
Hawai‘i Graduate Students Organization Award.
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ABSTRACT
Baba Malay, the home language of Peranakans, was formed via early intermarriage between
Hokkien-speaking male traders and Malay-speaking indigenous women in the Malay Peninsula.
The language is endangered, with less than 1,000 speakers in Singapore, and less than 1,000
speakers in Malacca, Malaysia. This dissertation describes the language’s sociohistorical
background, its current circumstances of endangerment, and provides information regarding the
phonology, parts of speech, and syntax of Baba Malay as it is spoken in Singapore. The language
has 19 consonants and 8 vowels, of which [ɛ] occurs only in a refined style of speaking. Acoustic
investigation of the vowel system shows that that [ɛ] is falling out of use, especially among less
proficient speakers. A matched guise task is conducted to show the associations that listeners
form between this changing variant and the speakers who produce this variant. Results show that
younger listeners in particular perceived forms with [ɛ] as being more emblematic of the
Peranakan culture and community than corresponding coarse speech forms that do not use [ɛ].
This is consequential for language change. Results from a post-matched guise survey also
indicate that Peranakans are very concerned about language loss. Beyond this extended
phonological investigation, the language’s basic clausal word order is Subject Verb Object,
where Subject is optional. Topicalization also occurs frequently in the language. The basic
phrasal word orders in Baba Malay are Noun Adjective, Genitive Noun, and Preposition Noun.
Relative clauses occur prenominally and postnominally. Other than presenting a traditional
description of Singapore Baba Malay, this grammar also highlights differences between
Singapore Baba Malay and Malacca Baba Malay, and addresses whether Baba Malay is a genetic
dialect of Malay, a mixed language, or a creole. Comparison between Singapore Baba Malay and
Malacca Baba Malay shows that Malacca Baba Malay is more influenced by standard Malay,
particularly where lexicon is concerned. Investigation into the issue of classification shows that
BM should be classified as a creole. This dissertation includes vocabulary and texts; the audio
files associated with these texts are archived at Kaipuleohone.
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TABLE OF CONTENTS
Acknowledgments .................................................................................................................................. iv
Abstract................................................................................................................................................. vii
Table of Contents ................................................................................................................................. viii
List of Tables ........................................................................................................................................ xv
List of Figures .................................................................................................................................... xviii
1. Introduction to Baba Malay, its speakers and this dissertation ....................................................... 1
1.1 The formation of Baba Malay ........................................................................................................ 1
1.2 The Peranakans .............................................................................................................................. 3
1.2.1 Geographical location ............................................................................................................. 9
1.2.2 Dialects and language environments ...................................................................................... 10
1.2.3 Speaker numbers ................................................................................................................... 13
1.2.4 Language endangerment index .............................................................................................. 14
1.3. Language documentation ............................................................................................................ 20
1.3.1 Community and participants .................................................................................................. 23
1.3.2 The scope of this dissertation ................................................................................................ 25
2. An overview of Baba Malay typology and this grammar ............................................................... 35
2.1 An overview of Baba Malay typology .......................................................................................... 35
2.1.1 Sound system ........................................................................................................................ 35
2.1.2 Basic morphology ................................................................................................................. 36
2.1.3 Basic syntax .......................................................................................................................... 37
2.2 A user guide to this grammar ....................................................................................................... 41
2.2.1 Features ................................................................................................................................ 41
2.2.2 Structure of the grammar ....................................................................................................... 42
2.2.3 List of linguistic abbreviations used ...................................................................................... 42
2.2.4 Example sentences ................................................................................................................ 44
2.2.5 Transcription......................................................................................................................... 45
3. Phonetics and phonology ................................................................................................................. 47
3.1 Phoneme inventory ...................................................................................................................... 47
3.1.1 Consonants ........................................................................................................................... 47
3.1.1.1 Minimal and near-minimal pairs of consonants .............................................................. 48
3.1.1.2 Bilabials ........................................................................................................................ 51
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3.1.1.3 Alveolars ....................................................................................................................... 54
3.1.1.4 Post-alveolars ................................................................................................................ 59
3.1.1.5 Velars............................................................................................................................ 62
3.1.1.6 Glottals ......................................................................................................................... 64
3.1.1.7 Glides ............................................................................................................................ 66
3.1.2 Vowels.................................................................................................................................. 67
3.1.2.1 Minimal pairs of vowels ................................................................................................ 68
3.1.2.2 Monophthongs .............................................................................................................. 70
3.1.2.3 Diphthongs ................................................................................................................... 76
3.1.2.4 Vowel sequences across syllables .................................................................................. 77
3.2 Phonotactics................................................................................................................................. 78
3.2.1 Resyllabification and reduplication........................................................................................ 80
3.3 Phonological rules........................................................................................................................ 83
3.3.1 Syllable-final velar plosive to glottal stop rule ....................................................................... 88
3.3.2 Deletion of word-initial h rule ............................................................................................... 88
3.3.3 Metathesis of ə and ɾ rule ...................................................................................................... 89
3.3.4 Assimilation to u before lw rule ............................................................................................. 90
3.3.5 Vowel-raising to ɛ and final l, ɾ, s loss in refined style rules ................................................... 90
3.3.6 Rule ordering ........................................................................................................................ 92
3.3.6.1 Vowel-raising, then loss of final l, ɾ, and s rule ............................................................. 92
3.3.6.2 u-assimilation, then vowel-raising, followed by loss of final l, ɾ, and s rule ................... 92
3.4 Fast speech .................................................................................................................................. 93
3.5 Writing system............................................................................................................................. 95
3.6 Stress and intonation .................................................................................................................. 100
3.6.1 Word stress and pitch ..................................................................................................... 100
3.6.2 Tones on Hokkien-derived words ................................................................................... 106
3.6.3 Sentence intonation ........................................................................................................ 112
3.7 Variation and change ................................................................................................................. 117
3.7.1 Sociophonetic investigation ................................................................................................. 125
3.7.1.1 Stimuli ........................................................................................................................ 127
3.7.1.2 Procedure .................................................................................................................... 131
3.7.1.3 Participants.................................................................................................................. 134
3.7.2 Results ................................................................................................................................ 136
3.7.2.1 Is this person a speaker of BM? ................................................................................... 137
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3.7.2.2 Is this person likely to take part in activities at the Peranakan Association or
Gunong Sayang Association? ..................................................................................... 141
3.7.2.3 Is this person well-educated? ....................................................................................... 144
3.7.3 Implications of sociophonetics experiment .......................................................................... 150
4. Parts of speech ............................................................................................................................... 153
4.1 Nouns ........................................................................................................................................ 154
4.1.1 Nominal morphology .......................................................................................................... 155
4.1.1.1 Derivational noun morphology .................................................................................... 156
4.1.1.2 Nominal compounds .................................................................................................... 157
4.1.2 Noun classifiers and partitives ............................................................................................. 159
4.1.3 Pronouns ............................................................................................................................. 161
4.1.3.1 Personal pronouns ....................................................................................................... 161
4.1.3.2 Reflexives ................................................................................................................... 163
4.1.3.3 Reciprocals.................................................................................................................. 165
4.1.3.4 Interrogative pronouns ................................................................................................. 166
4.2 Verbs ......................................................................................................................................... 168
4.2.1 Verbal morphology ............................................................................................................. 168
4.2.1.1 Derivational verb morphology ........................................................................................... 169
4.2.1.2 Non-productive verb morphology ................................................................................ 172
4.2.1.3 Verbal compounds ....................................................................................................... 176
4.3 Adjectives .................................................................................................................................. 178
4.3.1 Adjectival morphology ........................................................................................................ 179
4.4 Adverbs ..................................................................................................................................... 179
4.4.1 Adverbial morphology ........................................................................................................ 180
4.4.2 Interrogative adverbs ........................................................................................................... 182
4.5 Determiners ............................................................................................................................... 183
4.5.1 Person marker ..................................................................................................................... 183
4.5.2 Demonstratives ................................................................................................................... 184
4.5.3 Numerals ............................................................................................................................ 185
4.5.3.1 Other numerical expressions ........................................................................................ 187
4.5.4 Quantifiers .......................................................................................................................... 188
4.6 Prepositions ............................................................................................................................... 189
4.7 Conjunctions .............................................................................................................................. 196
4.8 Discourse elements .................................................................................................................... 198
4.8.1 Interjections ........................................................................................................................ 198
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4.8.2 Particles .............................................................................................................................. 200
5. Syntax ............................................................................................................................................ 203
5.1 Noun phrases ............................................................................................................................. 203
5.1.1 Genitive .............................................................................................................................. 205
5.1.2 Noun phrases with determiners............................................................................................ 207
5.1.2.1 Noun phrases with demonstratives ............................................................................... 208
5.1.2.2 Noun phrases with person marker ................................................................................ 210
5.1.2.3 Noun phrases with numerals, noun classifiers and partitives......................................... 211
5.1.2.4 Noun phrases with quantifiers ..................................................................................... 213
5.1.3 Noun phrases with adjectival modifiers ............................................................................... 214
5.1.4 Negation of noun phrases .................................................................................................... 216
5.1.5 Order of elements in noun phrases ....................................................................................... 217
5.2 Verb phrases .............................................................................................................................. 217
5.2.1 Copula constructions ........................................................................................................... 219
5.2.2 Modality ............................................................................................................................. 220
5.2.3 Passivization ....................................................................................................................... 223
5.2.4 Ditransitive, causative and benefactive constructions ........................................................... 226
5.2.4.1 Ditransitive constructions ............................................................................................ 226
5.2.4.2 Causative and benefactive constructions ...................................................................... 227
5.2.5 Tense and aspect ................................................................................................................. 229
5.2.5.1 Future tense ................................................................................................................. 230
5.2.5.2 Perfective aspect .......................................................................................................... 232
5.2.5.3 Recent perfect aspect ................................................................................................... 233
5.2.5.4 Progressive aspect ....................................................................................................... 233
5.2.5.5 Habitual aspect ............................................................................................................ 234
5.2.5.6 Experiential perfect aspect ........................................................................................... 235
5.2.5.7 Tentative aspect ........................................................................................................... 235
5.2.6 Serial verb constructions ..................................................................................................... 236
5.2.7 Verb phrases with adverbial modifiers ................................................................................. 238
5.2.8 Negation of verb phrases ..................................................................................................... 240
5.2.9 Order of elements in verb phrases........................................................................................ 242
5.3 Adjectival phrases ...................................................................................................................... 242
5.3.1 Comparatives ...................................................................................................................... 244
5.3.2 Comparison of equality ....................................................................................................... 245
5.3.3 Comparison of similarity ..................................................................................................... 246
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5.3.4 Superlatives ........................................................................................................................ 247
5.3.5 Excessive degree ................................................................................................................. 247
5.3.6 Adjectival phrases with adverbial modifiers ........................................................................ 248
5.3.7 Order of elements in adjectival phrases ............................................................................... 249
5.4 Adverbial phrases ...................................................................................................................... 250
5.4.1 Temporal adverbial phrases ................................................................................................. 251
5.4.2 Location adverbial phrases .................................................................................................. 251
5.4.3 Manner adverbial phrases .................................................................................................... 252
5.4.4 Order of elements in adjectival phrases ............................................................................... 253
5.5 Summary of word order at the phrase level................................................................................. 253
5.6 Clauses ...................................................................................................................................... 255
5.6.1 Word order at the clause level ............................................................................................. 255
5.6.2 Grammatical relations and alignment .................................................................................. 256
5.6.3 Relative clauses .................................................................................................................. 258
5.6.4 Complement clauses ........................................................................................................... 262
5.6.5 Direct and indirect speech ................................................................................................... 263
5.6.6 Adverbial clauses ................................................................................................................ 264
5.6.6.1 Temporal adverbial clauses.......................................................................................... 265
5.6.6.2 Location adverbial clauses ........................................................................................... 267
5.6.6.3 Manner adverbial clauses............................................................................................. 268
5.6.7 Conditionals ........................................................................................................................ 268
5.6.8 Conjunctions ....................................................................................................................... 269
5.6.8.1 Coordinating conjunctions ........................................................................................... 269
5.6.8.2 Subordinating conjunctions ......................................................................................... 272
5.6.9 Topicalization ..................................................................................................................... 274
5.6.10 Questions .......................................................................................................................... 276
5.6.10.1 Content questions ...................................................................................................... 276
5.6.10.2 Tag questions ............................................................................................................ 283
5.6.11 Imperatives ....................................................................................................................... 288
6. Differences between Singapore Baba Malay and Malacca Baba Malay ...................................... 290
6.1 Phonetic and phonological differences ....................................................................................... 290
6.1.1 Vowel /ɔ/ ............................................................................................................................ 290
6.1.2 /e/, /o/ versus /aj/, /aw/ ........................................................................................................ 295
6.2 Morphological difference ........................................................................................................... 297
6.2.1 Ke- -an nominalizing circumfix ........................................................................................... 297
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6.2.2 Other affixes ....................................................................................................................... 298
6.3 Syntactic differences .................................................................................................................. 301
6.3.1 Noun phrases ...................................................................................................................... 301
6.3.1.1 Demonstrative determiners .......................................................................................... 301
6.3.1.2 Personal pronouns ....................................................................................................... 303
6.3.1.3 Relative clauses ........................................................................................................... 305
6.3.2 Verb phrase......................................................................................................................... 306
6.3.2.1 Progressive aspect ....................................................................................................... 306
6.3.2.2 Perfective aspect .......................................................................................................... 307
6.3.3 Adjectival and adverbial phrases ......................................................................................... 308
6.3.3.1 Daripada comparatives ............................................................................................... 309
6.3.3.2 Dengan ‘with’ adverbial phrase ................................................................................... 309
6.3.4 Conjunctions ....................................................................................................................... 310
6.3.4.1 Dan/sama ‘and’ coordinating conjunction.................................................................... 310
6.3.4.2 Atau/ka ‘or’ coordinating conjunction .......................................................................... 311
7. What type of language is BM? ...................................................................................................... 313
7.1 Classification ............................................................................................................................. 314
7.2 BM as a “dialect” of Malay ........................................................................................................ 316
7.2.1 Thurgood (1998) ................................................................................................................. 317
7.2.2 Tan (1980) .......................................................................................................................... 320
7.2.3 Pakir (1986) ........................................................................................................................ 321
7.3 BM as a mixed language ............................................................................................................ 323
7.3.1 Sociohistorical factors ......................................................................................................... 328
7.3.2 Structural factors ................................................................................................................. 331
7.4 BM as a creole ........................................................................................................................... 343
7.4.1 Lim (1991, 1988) ................................................................................................................ 345
7.4.2 Ansaldo and Matthews (1999) and Ansaldo et al. (2007) ..................................................... 353
7.4.3 Shih (2009) ......................................................................................................................... 357
7.4.4 Creole theories and BM ....................................................................................................... 359
7.4.4.1 The universalists.......................................................................................................... 361
7.4.4.2 The substratists............................................................................................................ 365
7.4.4.3 The superstratists ......................................................................................................... 375
7.5 Conclusion................................................................................................................................. 379
References .......................................................................................................................................... 382
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Appendix A: Word lists ....................................................................................................................... 396
Swadesh 100 word list ..................................................................................................................... 396
Kinship terms .................................................................................................................................. 399
Expressions for day, month and time ............................................................................................... 403
Appendix B: Texts .............................................................................................................................. 407
Transcription conventions for texts .................................................................................................. 407
Pear story with Peter Wee ................................................................................................................ 408
Turnip story with Victor .................................................................................................................. 427
Conversation with Aunty Jane ......................................................................................................... 437
Pantuns by Albert Ku....................................................................................................................... 465
Appendix C: Vocabulary ..................................................................................................................... 470
Singapore Baba Malay-English ........................................................................................................ 470
English-Singapore Baba Malay ........................................................................................................ 490
Appendix D: Sociophonetics ............................................................................................................... 510
Post-listening questionnaire ............................................................................................................. 510
Responses to fillers .......................................................................................................................... 512
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LIST OF TABLES
Table 1: Language Endangerment Index- Intergenerational transmission ............................................... 15
Table 2: Language Endangerment Index- Absolute number of speakers ................................................. 16
Table 3: Language Endangerment Index- Speaker numbers ................................................................... 17
Table 4: Language Endangerment Index- Domains of use ...................................................................... 18
Table 5: Language Endangerment Index and Level of Certainty Index ................................................... 20
Table 6: Personal pronouns in Baba Malay, Malay and Hokkien (Lim 1988: 27) .................................... 30
Table 7: Consonant chart of Singapore Baba Malay ............................................................................... 48
Table 8: Bilabial consonants by position ................................................................................................ 51
Table 9: Alveolar consonants by position............................................................................................... 55
Table 10: Post-alveolar consonants by position ...................................................................................... 60
Table 11: Velar consonants by position .................................................................................................. 62
Table 12: Glottal consonants by position ............................................................................................... 64
Table 13: Glides by position .................................................................................................................. 66
Table 14: Vowel chart of Singapore Baba Malay ................................................................................... 68
Table 15: Vowels and formant values for a proficient speaker of Singapore Baba Malay........................ 72
Table 16: Distinctive features of vowels and glides in Singapore Baba Malay ........................................ 85
Table 17: Distinctive features of consonants in Singapore Baba Malay (not including glides) ................ 86
Table 18: Writing system of Baba Malay used by this grammar ............................................................. 96
Table 19: List of matched guise tokens ................................................................................................ 128
Table 20: List of Baba Malay fillers..................................................................................................... 130
Table 21: List of clearly non-Baba Malay fillers .................................................................................. 130
Table 22: Demographics of perception experiment participants ............................................................ 135
Table 23: Coefficients of fixed effects; larger negative coefficients indicate a lower likelihood of
responding ‘yes’ to the question “Is this person a speaker of BM?” when listening to a
COARSE guise ...................................................................................................................... 139
Table 24: Coefficients of fixed effects; larger negative coefficients indicate a lower likelihood of
responding ‘yes’ to the question “Is this person likely to take part in activities at the Peranakan
Association or Gunong Sayang Association?” ........................................................................ 143
Table 25: Coefficients of fixed effects; larger negative coefficients indicate a lower likelihood of
responding ‘yes’ to the question “Is this person well-educated?” ............................................ 148
Table 26: List of some nominal compounds in Baba Malay ................................................................. 157
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Table 27: Noun classifiers in Baba Malay ............................................................................................ 159
Table 28: Mass classifiers in Baba Malay ............................................................................................ 160
Table 29: Personal pronouns in Baba Malay ........................................................................................ 162
Table 30: Interrogative pronouns in Baba Malay.................................................................................. 167
Table 31: List of some verbal compounds in Baba Malay .................................................................... 176
Table 32: Interrogative adverbs in Baba Malay .................................................................................... 182
Table 33: Numerals derived from Malay .............................................................................................. 186
Table 34: Numerals derived from Hokkien .......................................................................................... 187
Table 35: List of prepositions in Baba Malay ....................................................................................... 190
Table 36: List of conjunctions in Baba Malay ...................................................................................... 197
Table 37: List of common interjections in Baba Malay ........................................................................ 199
Table 38: List of commonly used adverbs that modify verb phrases and their distribution ................... 239
Table 39: List of phrases, their word orders and general tendencies ..................................................... 254
Table 40: List of interrogative pronouns and adverbs in Baba Malay ................................................... 277
Table 41: Vowel chart of Malacca Baba Malay .................................................................................... 293
Table 42: Consonant chart of Malacca Baba Malay.............................................................................. 294
Table 43: Personal pronouns in Baba Malay (Table 29) ....................................................................... 305
Table 44: List of first 20 words on Swadesh basic word list ................................................................. 332
Table 45: Key roles in a Peranakan wedding ........................................................................................ 334
Table 46: Personal pronouns in Baba Malay, Hokkien, and Malay ....................................................... 336
Table 47: Tense and aspect of Baba Malay, Hokkien, and Malay ........................................................ 339
Table 48: Relativization patterns in Baba Malay, Hokkien, and Malay ................................................ 342
Table 49: Consonant charts of Hokkien and Malay (Lim 1988) ............................................................ 346
Table 50: Consonant chart of Malacca Baba Malay (Lim 1988) .......................................................... 348
Table 51: Vowel charts of Hokkien and Malay (Lim 1988) .................................................................. 348
Table 52: Vowel chart of Malacca Baba Malay (Lim 1988) ................................................................. 349
Table 53: Relativization patterns in Baba Malay, Hokkien, and Malay (Table 48) ................................ 373
Table 54: Swadesh 100 word list in Baba Malay .................................................................................. 396
Table 55: Kinship terms in Baba Malay ............................................................................................... 399
Table 56: Days of the week in Baba Malay .......................................................................................... 403
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Table 57: Months in Baba Malay ......................................................................................................... 404
Table 58: Special occasions on the lunar calendar in Baba Malay ........................................................ 405
Table 59: General time expression in Baba Malay................................................................................ 406
Table 60: Specific time in Baba Malay ................................................................................................ 406
Table 61: Transcription conventions for texts....................................................................................... 407
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LIST OF FIGURES
Figure 1: Waveform and spectrogram of /p/ in [panas] ‘hot’ .................................................................. 53
Figure 2: Waveform and spectrogram of /b/ in [bakol] ‘basket’ .............................................................. 53
Figure 3: Waveform and spectrogram of /m/ in [sama] ‘same, and, with’ ............................................... 54
Figure 4: Waveform and spectrogram of /t/ in [tareʔ] ‘pull’ ................................................................... 56
Figure 5: Waveform and spectrogram of /d/ in [dataŋ] ‘come’................................................................ 56
Figure 6: Waveform and spectrogram of /s/ in [sama] ‘same, and, with’ ................................................ 57
Figure 7: Waveform and spectrogram of /n/ in [mana] ‘where, which’ .................................................. 57
Figure 8: Waveform and spectrogram of /l/ in [labilabi] ‘tortoise’ ......................................................... 58
Figure 9: Waveform and spectrogram of /l/ in [bakol] ‘basket’ ............................................................... 58
Figure 10: Waveform and spectrogram of /ɾ/ in [ɡaɾaŋ] ‘fierce’ ............................................................. 59
Figure 11: Waveform and spectrogram of /tʃ/ in [tʃəɾita] ‘story’ ............................................................. 60
Figure 12: Waveform and spectrogram of /dʒ/ in [dʒaɡa] ‘guard, take care’ .......................................... 61
Figure 13: Waveform and spectrogram of /ɲ/ in [maɲaʔ] ‘many’ ............................................................ 61
Figure 14: Waveform and spectrogram of /k/ in [kaki] ‘leg’ ................................................................... 62
Figure 15: Waveform and spectrogram of /ɡ/ in [ɡaɾaŋ] ‘fierce’ ............................................................. 63
Figure 16: Waveform and spectrogram of [ŋ] in [ɡaɾaŋ] ‘fierce’ ............................................................. 63
Figure 17: Waveform and spectrogram of /h/ in [habis] ‘finish’ ............................................................. 65
Figure 18: Waveform and spectrogram of /ʔ/ in [budaʔ] ‘child’.............................................................. 65
Figure 19: Waveform and spectrogram of /w/ in [wajaŋ] ‘play (performance)’ ....................................... 66
Figure 20: Waveform and spectrogram of /j/ in [wajaŋ] ‘play (performance)’ ........................................ 67
Figure 21: Waveform and spectrogram of /i/ in [abi] ‘then’ .................................................................... 71
Figure 22: Vowel space of a Singapore Baba Malay speaker ................................................................. 76
Figure 23: Vowel space of a more proficient Singapore Baba Malay speaker (Figure 22) ..................... 119
Figure 24: Vowel space of a less proficient Singapore Baba Malay speaker ......................................... 120
Figure 25: Normalized vowel plots of six Singapore Baba Malay speakers .......................................... 121
Figure 26: Responses to “Is this person a speaker of Baba Malay?” with participant’s age group as a
predictor ....................................................................................................................................... 138
Figure 27: Yes responses to “Is this person likely to take part in activities at the Peranakan
Association or Gunong Sayang Association?” with participant’s age group as a predictor ............. 142
xviii
Figure 28: Yes responses to “Is this person well-educated?” with participant’s age group as a
predictor ....................................................................................................................................... 145
Figure 29: Yes responses to “Is this person well-educated?” with participant’s origin as a predictor .... 146
Figure 30: Yes responses to “Is this person well-educated?” with participant’s cultural association
membership status as a predictor .................................................................................................. 147
Figure 31: Tense and aspect system of Baba Malay ............................................................................. 230
Figure 32: Vowel space of a Malacca Baba Malay speaker .................................................................. 291
Figure 33: Vowel space of a Singapore Baba Malay speaker (Figure 22).............................................. 292
Figure 34: Responses to fillers for the question ‘Is this person speaking BM?’ ..................................... 512
Figure 35: Responses to fillers for the question “Does this person have many close friends who are not
Peranakan?’ .................................................................................................................................. 512
Figure 36: Responses to fillers for the question ‘Is this person likely to take part in activities at the
Peranakan Association or the Gunong Sayang Association? ........................................................... 513
Figure 37: Responses to fillers for the question ‘Is this person well-educated?’ .................................... 513
xix
1.
Introduction to Baba Malay, its speakers and this dissertation
The purpose of this dissertation is to provide a grammar of Baba Malay as spoken in
Singapore. Other key components to documenting this highly endangered language include a
sociophonetic focus on a language change in progress, observations of the differences between
the varieties of Baba Malay that are spoken in Singapore and Malacca, as well an investigation
of the type of language that Baba Malay is, whether it is a genetically related “dialect” of Malay,
a mixed language, or a creole. For details of these goals, please see section 1.3.2.
1.1
The formation of Baba Malay
Baba Malay (ISO 639-3: mbf), also known as Peranakan to its speakers, is a contact language
with two main component languages. While the term Peranakan itself is an endonym, Baba
Malay is the name that researchers have given to the language, baba referring to the males of the
community (see section 1.2). Most of the words in Baba Malay are of Malay (ISO 639-3: zlm)
origin, while it is disputed whether the grammar is derived from Hokkien, also known as Fukien,
Fujian, or Southern Min (ISO 639-3: nan) (Holm 1989; Lee 2009; Shih 2009) or if Baba Malay
is a dialect of Malay (Pakir 1986; Thurgood 1998). 1 Regardless, it is generally agreed that Baba
Malay was formed via Chinese-Malay intermarriage.
Based on Chinese imperial records, Chinese contact with the Malay Peninsula is said to have
begun around the 3rd century AD, continuing into the 5th AD (Thurgood 1998). Chinese traders
en route to India would have had to travel via the Malay Archipelago. The ports in the Malacca
Strait area were geographically advantaged, being at the receiving end of both northeast and
southwest monsoons. The northeast monsoon aided vessels in their journey from China to the
Malacca Strait, where they awaited changes in the wind direction to continue to their journeys or
to return home (Andaya and Andaya 2001). The development of Chinese settlements southwards
1
While some have stated that Baba Malay was influenced by colloquial Malay rather than by the standard variety
(Tan 1993; Ansaldo and Matthews 1999), others have stated that the language was more likely influenced by more
standard Malay (Lee 2009). The Hokkien dialect that most probably contributed to the formation of Baba Malay is
that of Zhangzhou and Quanzhou, where most Singapore and Malacca Hokkiens originally came from. More
discussion on this topic ensues in Chapter 7: What type of language is Baba Malay?
1
from China began as early as the 15th century AD—at least dates have been documented for the
travels of the Chinese admiral Zheng He, who led trading exchanges in the South China Sea,
Java Sea and Malacca2 Strait between 1405 to 1433 (Wade 1994; Wang 1964; Widodo
2002/2003). In particular, Chinese settlements were built in Malacca, and it became a highly
favored trading post of the Chinese. At that time, Malacca was a kingdom in its own right
(Windstedt 1948), and it notably became the first nation to receive an official inscription on a
tablet from a Chinese emperor of the Ming dynasty, Yong Le (Wang 1964; Widodo 2002/2003).
During his voyaging years, the Chinese admiral Zheng He made a total of five trips to Malacca.
After Zheng He’s death in 1433, a scholar on his ship by the name of Fei Hsin wrote in Hsingch’a sheng-lan3 ‘The Overall Survey of the Star Raft’ that besides dark-skinned people, he had
also seen fairer-looking people of Chinese descent in Malacca (Fei 1436). A century later, in
1537, a Chinese traveler by the name of Hwang Chung wrote in his travel journal, Hai yu ‘News
from the Ocean’, that the Chinese in Malacca ate pork, lived in hotels, and had female slaves
who served them food and drinks (Groeneveldt 1876). These narratives complement the account
that many of the Chinese men who had come to trade at the new port in Malacca did not return to
China. Most Chinese immigrants were men, as it was rare for women to make these voyages out
of China (Skinner 1996). Eventually, these Hokkien-speaking men who mostly originated from
the Zhangzhou and Quanzhou4 regions in the Fujian province on the south-east coast of China,
married indigenous Malay-speaking spouses.5 Some were said to have married slaves of Batak,
Balinese, and Javanese origin (Purcell 1980). By 1750, it was reported by the then Governor of
Malacca, Balthasar Bort that the Chinese population in Malacca had grown to 2161, a fifth of the
total population (Purcell 1980), and that the number of China-born Chinese only contributed
2
In Malay, Malacca is Melaka orthographically.
The Wade-Giles system of romanization was used by the translator of this edition, J.V.G. Mills.
4
With the exception of referring to the romanized forms used by other authors who have used Romanization
systems such as the Wades-Giles, the Hanyu Pinyin system is used for representing Mandarin in this dissertation.
5
I hesitate to use the term ‘indigenous Malay’, which is a highly contested term. For example, according to Article
160 of the Constitution of Malaysia, which has been in effect since the country’s independence day in 1957, a Malay
is a person who is Muslim, speaks the Malay language, conforms to Malay customs, and was before the time of
independence born in Malaysia or in Singapore, or born of at least one parent who was born in Malaysia or in
Singapore, or was living in Malaysia or Singapore at the time of independence, or who is a descendent of such a
person (The Comissioner of Law Revision 2010). This is in effect, different from identifying Malay-ness as an
ethnicity. See Barnard (2004) for further explications on the complexities in defining the Malay identity.
2
3
minimally to this figure (Skinner 1996). Descendants of this community are referred to as
‘Straits-born Chinese’, or Peranakan, and it is their language, Baba Malay, that this dissertation
is concerned with.
1.2
The Peranakans
It is important to note that while Chinese-Malay intermarriages still currently occur, these
intermarriages result in neither Peranakan ethnicity nor culture. Besides having developed their
own home language that they refer to as a patois, the Peranakans also created their own unique
culture, which is a blend of Chinese, local, and Western customs and traditions. Mostly Chinese,
the Peranakan culture is also influenced by Malay and Western practices (Wee 2013).
Traditionally, they follow Chinese religious practices, such as praying to ti gong ‘sky god’, and
the datok dapor ‘deity of the stove’, in addition to ancestral worship6. Malay influence on the
other hand, is seen in how the Peranakan language resembles Malay, hence its name Baba Malay
(henceforth ‘BM’). Where dress is concerned, the Peranakan men traditionally wore the baju
lokchuan, a Chinese attire made of silk, while the females wore the baju panjang, a long blouse,
over a sarong, reminiscent of what Malay and other local women would wear. Eventually, the
men began to prefer English suits due to colonial influence, and the women favored the sarong
kebaya7, the kebaya being a short jacket made of European material such as voile and often
elaborately embroidered by hand around the edges with Chinese motifs, such as phoenixes and
dragons. The kebaya is fastened in the front by three brooches linked together by a common
chain. This set of brooches, unique to the culture, is called the kerosang. Women also wore
beaded shoes called the kasot manek. While most Peranakans no longer wear traditional outfits
on a daily basis, the women do wear the kebaya for special occasions, such as formal dinners,
while the men have begun wearing batik shirts, similar to their counterparts in Southeast Asia.
The picture on the following page was taken in the 1920s, and it shows a Peranakan woman
6
The Peranakan Chinese were never Muslims, even though the group was formed via Chinese intermarriage with
Malay speakers.
7
In the past, the kebaya was known as the baju nona, literally the ‘clothes (of a) Nyonya’. This term is no longer
commonly used by Peranakans today (Peter Wee, p.c.).
3
dressed in a baju panjang fastened together with a set of kerosang, worn over a sarong, and a
Peranakan man dressed in an English suit.
Photograph of a Peranakan couple from the 1920s.8
8
The subjects in the picture are the researcher’s great-grandmother and step-great-grandfather. The picture was
taken at a now-defunct photography studio, Wong Fong, which used to be at 809 North Bridge Road, Singapore.
4
Where cooking is concerned, Peranakan cooking is a fusion of Chinese, local, and Western
ingredients. The iték tim ‘duck soup’ for example, comprises Chinese preserved vegetables, the
Southeast Asian tamarind, and Western brandy, among other ingredients (Wee 2013). Western
influence brought about particularly by British colonialism cannot be underestimated. With the
British settlement of Penang, Malacca, and Singapore in the nineteenth century, Peranakans were
learning English (thus differentiating themselves from other Chinese migrants), and identifying
themselves as the King’s Chinese (Hardwick 2008). While wealthy families sent their children to
schools in England, Peranakan men were also employed as middlemen who mediated between
the migrants and the English colonial administrators. Eventually, a group of Peranakans set up
the Straits Chinese British Association in 1900, the name of the association reflecting the
Peranakans’ ties with the British administrators. Post- World War II, the British completely
removed themselves from Malaya in 1963, and only then was the association renamed the
Singapore Chinese Peranakan Association. It was later renamed the Peranakan Association
Singapore in 1966, and the association’s name has since stayed the same (Wee 2013).
Peranakan has many denotations. The word Peranakan is composed of a person prefix, per-, the
morpheme for child, anak, and a nominalizer, -an. Both affixes are of Malay origin. While the
nominalizer -an is a productive suffix in BM, the person prefix per- is not used to create new
words in the language. As a single word, Peranakan denotes ‘descendants’ and also ‘a mother’s
womb’9. In the Malay Peninsula, Peranakan can be used to indicate a person born of a Malay
mother and a foreign father, and it is also commonly taken to mean ‘locally-born’, as with
Peranakan Yahudi (locally-born Jews), and Peranakan Jawi (locally-born Malay-speaking
Muslims of non-Malay and Malay ancestry, such as Arab and South Asian). 10, 11 While the term
9
It is also not implausible that per- was actually derived from middle voice prefix ber-, which may combine with
anak ‘child’ and nominalizer -an to indicate ‘womb'.
10
It is curious that Peranakan Jawi and Peranakan Yahudi are most likely exonyms, even though Peranakan is an
endonym to the Peranakan Chinese, who use it to refer to their community and the language that they speak. On a
separate note, there is only a handful of Peranakan Jawi and Peranakan Yahudi left in Singapore and Malaysia.
11
The Peranakan Jawi have to be distinguished from a separate group known as Chitty. The Chitty are locally-born
Tamils; some of whom have mixed ancestries. Traditionally Hindu, they share many practices with the Peranakan
Chinese, such as their manner of dress (see page 3). The Chitty are said to speak Baba Malay, but with Tamil
loanwords—this requires further investigation.
5
Peranakan Cina12 (locally-born Chinese) was more popular in the past, the Peranakan Chinese
are now commonly referred to simply as Peranakan by the speakers themselves and by people
outside the community. Pakir (1986:23) postulates that Peranakan, which is supposedly a more
generic term by nature, is used to refer to the Peranakan Chinese due to the significantly larger
numbers of this particular community.
The males in the Peranakan community are referred to as baba, while the females are referred to
as nyonya. The word baba is of unclear etymology. Pakir (1986:23) mentions JD Vaughan
(1879)’s explanation of the term’s origin, that “the term baba was used by the natives of Bengal
to designate the children of Europeans and was probably introduced by the Indian convicts at
Penang to describe Chinese children”, but postulates that the word could have been borrowed
from Turkish, in which it means ‘father’ (1986:25). In a different vein, Khoo (1996) postulates
that baba is a loanword borrowed from Persian by Malay speakers. Used as an honorific solely
for grandparents, the term was supposedly brought to the Malay Peninsula by Hindustani
speakers such as vendors and traders. It then became part of the vernacular. In light of this
disparity in etymology, a simpler, more direct explanation of the term baba can be proposed. The
term could have come from Hokkien, which the Chinese traders would originally have spoken.
In Hokkien, one addresses one’s father as [pàpǎ] with an unaspirated [p], a low falling tone on
the first syllable, and a rising tone on the second syllable. The children of the Chinese-Malay
intermarriages may have used the Hokkien term while addressing their father, which is entirely
plausible since most of the kinship terms are derived from Hokkien (See Pakir 1986, Shih 2009,
and Appendix A: Kinship terms). The term [papá] evolved into [baba], as unaspirated [p] is
aurally close to [b], and Peranakans call their fathers [bapaʔ]. Some Malacca Peranakans call
their fathers [baba].
Nyonya, which refers to a female Peranakan, appears to have a slightly clearer etymology. Pakir
(1986) suggests that the word derives from the Indonesian word nona, which means ‘lady’. On a
related but different note, Thurgood (1998:90) states that nyonya is a Javanese term,
corresponding to “English Mrs., German Frau, or Polish Pani”. To uncover the actual
12
The conventional orthography for this term is from Malay, where cina is pronounced as [tʃina]
6
etymology, it is necessary to look at the common influences that underlie both Indonesian and
Javanese forms. Pakir (1986:25) questions if nyonya has a Dutch or Portuguese origin. While
there was considerable Dutch influence in the region due to that fact that Malacca and parts of
Indonesia (in particular Java) formed part of the Dutch East Indies administration from the 17th
century to the early 19th century, there is no similar form for nyonya in Dutch that means ‘lady’,
‘female’, or an equivalent. In addition, it is said that Malacca under the Dutch rule attracted few
Chinese immigrants, “so that the emergent society had a long period of incubation with relatively
little incorporation of new Chinese “blood”’ (Skinner 1996:57). It is likely that the Peranakan
community would have been stable for a period of time, and that essential terms in the language
would already have been developed prior to this. On the other hand, Portuguese has a
comparable form, dona. The dates of the first Chinese settlement in Malacca and the Portuguese
colonization of the place also agree with this account. Portugal had colonized Malacca between
1511 and 1641, arriving a century after Chinese traders had likely begun to settle in it. Within a
century, the Chinese-Malay intermarriages that led to the development of the Peranakan culture
and identity would have taken place, and it would have been possible for the Peranakans to
borrow the word for ‘female’ from the then-dominant Portuguese administrators. Remarkably,
the word nona from that era is still preserved in the region through a popular Papia Kristang (an
endangered Portuguese-based creole spoken in Malacca) song called Jingli Nona (‘Dancing
Girl’), demonstrating how salient the word dona or nona could have been in Malacca, so much
that the Peranakans would have come to use nyonya to mean ‘female Peranakan’.
Other essential terms associated with the Peranakan identity are peranakan jati, peranakan
chelop, embok-embok, embok jantan, and bibik. Both peranakan jati and peranakan chelop relate
to lineage. Jati means ‘teak’ in Malay, and a peranakan jati is one who is considered to be trueblue Peranakan, or one whose parents are both Peranakan. Chelop means ‘to dip in dye’ in
Malay13, and a peranakan chelop is ironically, no longer “pure”, since their ancestors or parents
have married outside the community. These concepts are paradoxical, considering that the
Peranakan community itself arose out of intermarriages across ethnic lines. However, in the
13
Written celup in Malay orthography, but chelop in the writing system used by this grammar. See section 3.5.
7
years after the formation of the Peranakan identity, marriages within the community were
preferred (Clammer 1980, Tan 1979) and the Peranakans differentiated themselves from the new
Chinese migrants or sinkék. The word sinkék is derived from Hokkien to mean ‘newcomers’.
These marriages within the community became rare after the Japanese invasion of the Malay
Archipelago (1942-1945), and consequently, there are not many Peranakans left who can claim
to be peranakan jati.
The term embok-embok is close in nature to that of peranakan jati. Embok-embok in Peranakan
refers to elderly Peranakan women who are highly traditional, and fastidious in maintaining
customs. Pakir (1986:23) cites Horne (1974), pointing out that embok-embok could have
originated from Javanese, in which [əmboʔ] would mean ‘mother’, or be a ‘term of address for
an older woman, especially of the servant class’. Pakir (1986:23) also cites Ikranagara (1980)
who states that Melayu Betawi, which is spoken in Jakarta, uses [mboʔ- mboʔ] to mean ‘older
woman’. As before, it is important to ask if this word can be traced further back to an earlier
existence in Hokkien, since the Chinese from Fujian were once dominant in the region. There
exists in Hokkien a word that refers to ‘grandaunt’—[pǒ], with a rising tone. This word would
appear as [ŋpǒ] in the Zhangzhou variety of Hokkien, Zhangzhou being where most of these
Chinese immigrants originated from. [ŋ] is a vocative particle in the Zhangzhou variety of
Hokkien, used commonly in kinship terms (Freedman 1979). The meaning of [ŋpǒ], which
denotes grandaunt, and connotes a much older lady, is semantically congruous with those of the
Peranakan, Javanese, and Melayu Betawi terms. In Peranakan, it is interesting to note that
embok-embok can also mean ‘highly traditional Peranakan elders’ collectively. However, the
term is never used to refer to elderly Peranakan men. This is perhaps due to the fact that the
original terms from which embok-embok was coined refers to ‘grandmother’ or ‘elderly woman’
in Hokkien. The male counterpart of the female embok-embok is the embok-jantan, wherein
jantan means ‘male’ in Malay.14
14
Whereas jantan ‘male’ is used when referring to animals, it can be used for human beings in BM. Interestingly,
the term for female animals in Malay, betina, is not used to refer to human beings. Instead, perompuan ‘female,
woman’ is used.
8
The last term that indicates Peranakan identity is bibik. This refers to ‘a mature Peranakan
woman’. It is said that this word may have been derived from Hindustani, and has a similar
meaning of ‘aunt’ in Indonesian (Pakir 1986:25). There is no direct male equivalent to bibik. At
the time of writing, the terms embok-embok and embok-jantan are falling out of use with
members of the community. Only the term bibik remains highly used. This may be due to the
fact that embok-embok refers to not just an elderly Peranakan person, but also to a very
traditional person who still follows the Peranakan customs and traditions. By definition then,
there are only a handful of Peranakans who can be considered to be embok-embok, and the word
is not often used.
1.2.1 Geographical location
Although the Peranakans first developed their identity, language, and culture in Malacca
(2.2000° N, 102.2510° E), many later moved to Penang (5.4000° N, 100.2333° E) and Singapore
(1.3667° N, 103.7500° E). While Penang is 475 km (295 miles) north of Malacca, Singapore is
232 km (144 miles) south of Malacca. Penang is about 1,048km2, Malacca is about 1,664 km2,
and Singapore is about 710 km2. Both Penang and Malacca are states in current-day Malaysia,
and Singapore is a nation state on its own. The local names for Penang and Malacca in Malay are
Pulau Pinang ‘Island Penang’ and Melaka. Penang and Malacca are positioned on the west coast
of the Malay Peninsula, while Singapore occupies the southern-most tip of this peninsula. All
three locations run along the Malacca Strait, which was made prosperous by trading ships that
plied these waters. Being the main channel that links the Indian Ocean and the Pacific Ocean, the
Malacca Strait is still a vital shipping channel today.
Malacca flourished as a trading port under the Portuguese rule between 1511 and 1641. In
contrast, it was not as successful under the Dutch rule between 1641 and 1825. The Dutch
preferred to use Batavia, present- day Jakarta, as their main center of economic activities, and
had only occupied Malacca to prevent other European powers from occupying it (De Witt 2008).
Thus, a considerable number of Peranakans moved to Penang after the British annexed it in
1786, for Penang was thriving as a trading port at the expense of Malacca. In a letter dated 1
9
February, 1787, founder of Penang, Captain Francis Light, wrote that “[d]id not the Dutch keep a
strict watch over the Chinese, most of them would leave Malacca” (Purcell 1967: 244).
Following that, a sizeable number of Peranakans also moved to Singapore at the beginning of the
19th century, shortly after the founding of Singapore by Sir Thomas Stamford Raffles in 1819
(Skinner 1996).
In addition to the Peranakans of Malacca, Penang, and Singapore, there is also a Peranakan
population in Java, Indonesia (7.5028° S, 111.2631° E). This population is not directly related to
the community that first developed in Malacca. It is said that even though Chinese immigrants
arrived in Java prior to the 18th century, they had mostly assimilated to indigenous society. This
Peranakan community, with its own practises and language, only developed in Java during the
18th century (Skinner 1996). The language of this community is also different from BM. It is
called Peranakan Indonesian (ISO 639-3: pea), and is based on Indonesian (ISO 639-3: ind) and
Javanese (ISO 639-3: jav), with Mandarin elements as compared to BM, which instead has
Hokkien elements (Lewis et al. 2013).
1.2.2 Dialects and language environments
There are two varieties of BM spoken today. The Peranakans from Singapore speak a different
variety from the Peranakans from Malacca. Interestingly, while it has been noted that there is a
population of Peranakans in Penang who originated from Malacca, this group of Peranakans does
not speak BM. Instead, they speak Penang Hokkien. Skinner (1996) postulates three reasons for
this difference. First, he states that there was already a stable settlement of married Hokkien
speakers in Penang preceding the arrival of the Peranakans from Malacca, whereas there was no
such settlement in Singapore. Next, the trading patterns of Penang and Singapore differed.
As Skinner (1996:58) reports it:
10
Penang served as entrepot for Medan in northeastern Sumatra and for Phuket in southern
Thailand, and in both of those ports Hokkien speakers predominated among Chinese
traders, whereas Singapore was the entrepot for ports along the north coast of Java, where
Peranakans predominated.
Lastly, he states that there was considerable intermarriage between the Peranakans of Penang
with Hokkien families in Sumatra and southern Thailand, whereas Singapore Peranakans
intermarried with Peranakan families in Java. Some of these explanations appear to be more
plausible than others. While it may be less accurate to suppose that the Singapore Peranakans
maintained BM due to their links with Java Peranakans, as the Java Peranakans speak a different
language than the Singapore Peranakans, it appears that the Penang Peranakans assimilated to
Hokkien due to their strong ties with Hokkien speakers, and that they already had models in the
form of other Hokkien families they could emulate. It is important to note that although
Peranakan culture is a mixture of Chinese, indigenous, and Western ways, it is still
predominantly Chinese. For example, regardless of whether Peranakans speak Penang Hokkien
or BM, they maintain Chinese kinship terms (See Tan 2001 for kinship terms in Penang Hokkien
and Appendix A for kinship terms in BM).
Malacca and Singapore Baba Malay differ mainly because of the other languages that they came
in contact with. In Malacca, Malay is the language of administration and mainstream education,
and it is spoken by the majority (Tan 2001). To a lesser extent, English, Hokkien, and Cantonese
are spoken. It is interesting to note that whereas Cantonese is more widely spoken in other
Malaysian states such as the capital state of Kuala Lumpur, Hokkien is more extensively used in
Malacca and Penang (Chen 2003). English is also spoken by the younger generation. It is
becoming more prominent in education, as it is increasingly used in private schools as a medium
of education (David and Govindasamy 2005). In addition to this, Malaysia has its own colloquial
English variety, more commonly known as “Manglish” (Lee 1998). Malay is, however, still the
most dominant language in Malaysia.
In Singapore, English is the majority language. Used for administrative purposes and as the main
medium of education, English is designated as an official language together with Malay,
11
Mandarin, and Tamil. Previously, since the period of British settlement, most schools taught in
one of the four official languages, but this changed in 1966 when the bilingual language
education policy was implemented. The language policy for education in Singapore categorizes
students by broad ethnic groups, and assigns students from each ethnic group a “mother-tongue”
that they have to learn as an academic subject, in addition to English. Pakir (1994) calls this
“English-knowing bilingualism”. With this rule, those who are classified to be “Chinese”,
regardless of whether they are Hokkien, Teochew, or Cantonese, are required to learn Mandarin.
“Indians” are to learn Tamil, and “Malays” are to learn the Malay language. In addition, Malay
has an additional status of being the national language, and it is the language of Singapore’s
national anthem and pledge. However, it is not widely used outside the Malay community, its
status as a national language notwithstanding. Other languages spoken in Singapore with no
official status include Colloquial Singapore English (commonly known as “Singlish”), Bazaar
Malay (a pidgin used in the market place by older Singaporeans), and other Chinese varieties
such as Hokkien, Teochew, Cantonese, and Hakka. The 2010 Singapore census of households
shows that English and Mandarin were most frequently spoken at home. Among the Chinese,
Hokkien was the most commonly spoken Chinese “dialect”, while Malay was preferred at home
among the Malays (Singapore 2011).
The two varieties of BM are influenced by their different environments. It appears at first glance,
that Singapore Baba Malay (SBM) has more Hokkien lexical items than Malacca Baba Malay
(MBM), which seems more Malay. While huahi can be used to express the notion of ‘happy’ in
SBM, MBM users will use gembira or suka hati and not huahi. The words gembira ‘happy’ and
suka hati, literally meaning ‘like heart’, are derived from Malay, while their counterpart huahi is
derived from Hokkien. Similarly, other words such as like riyang, meaning ‘lively’, are used in
MBM, but are deemed by SBM speakers as being ‘too Malay’. SBM speakers use the Hokkienderived term laujiet to mean ‘lively’ instead. Syntactically, the two varieties also differ from one
another. It is possible to construct phrases with both sequences of ‘Noun Determiner’, and
‘Determiner Noun’ in SBM, whereas the sequence ‘Determiner Noun’ is not usually found in
current-day MBM. In Malay, only the sequence ‘Noun Determiner’ is permitted, while in
Hokkien, the opposite is true.
12
There has been little research done on the differences between SBM and MBM. While Pakir
(1986) and Lee (1999) explicitly state that their fieldwork was conducted in Singapore, and
Sharif (1981) and Lim (1981, 1988) state that their fieldwork took place in Malacca, the two
varieties are often conflated together. Pakir (1986) suggests towards the end of her dissertation,
that comparisons between the two dialects could be carried out in the future.
1.2.3 Speaker numbers
The 2010 census of Malaysia shows that Malacca had a population of 788,706 as of 2010
(Malaysia 2011). In 2007, 32% of the total population in Malacca was Chinese, while the Malays
outnumbered them at 57%. In Singapore, as of 2012, there were 5.31 million people. The
Chinese formed the majority at 74%, followed by Malays at 13%, and Indians at 9.2%
(Singapore 2011). These numbers however shed no light on the current Peranakan population
and BM speaker numbers, as Peranakans are subsumed under ‘Chinese’ for the purpose of
administration in both Malaysia and Singapore. In addition, while Singapore’s population census
does report language trends such as the language most often used at home, it only includes a set
list of languages such as English, Mandarin, Malay, Tamil, Hokkien, Teochew, Cantonese,
“Other Chinese dialects”, “Other Indian languages”, and “Others” (Singapore 2011).
Presumably, BM would be included in the count under “Others”.
In 1986, based on a 1957 census report of Singapore that stated that 2.1% of 442,707 people had
“Malaysian dialects” as their mother tongue, Pakir (1986) reported that there was possibly an
ethnic population of 10,000 Peranakans in Singapore. Pakir (1986) further estimated there to be
at least 5000 speakers. This number comprises both fluent and semi-fluent speakers.
Monolinguals were also reported to be at least 70 years old. Twenty-eight years on, BM has
become a moribund language that is no longer being learnt by younger generations. Speakers
themselves often cite that there are less than 1,000 people in Singapore who can speak the
language fluently. Based on Pakir’s (1986) numbers, all surviving monolingual speakers should
be in their late 90s at the very least. The situation in Malacca appears to be equally bleak. In
2006, it was reported that there were 2,000 Peranakans in Malaysia (Salleh 2006). There are no
official numbers for how many of them speak BM. Given that the language is moribund and that
13
speakers under the age of 50 are rare, assuming equal numbers of Peranakans below and above
the age of 50, it can be estimated that there are less than 1,000 speakers in Malaysia.
1.2.4 Language endangerment index
Once said to be “the dialect of commerce and the lingua franca of the Straits Settlements” (Tan
1988:121), BM has now become a home language that is endangered (Chia 1983, Lau 1984,
Pakir 1986). This is due to the fact that other languages have taken over the home domain. In
Malacca, languages that are spoken at home in place of MBM include English, Hokkien, and to a
lesser extent, Malay. In Singapore, languages that are spoken in place of SBM are predominantly
English and Mandarin.
There are different methods of assessing language vitality. For example, there is the 8-level
Graded Intergenerational Disruption Scale (Fishman 1991), the Expanded Intergenerational
Disruption Scale (Lewis and Simons 2010) and UNESCO has also proposed nine factors for
evaluating language vitality (2003). One of the latest scales to date is the Language
Endangerment Index (Van Way and Lee 2013) that has been proposed for assessing levels of
endangerment in the Catalogue of Endangered Languages (Endangered Languages 2012).15
Most of these scales emphasize similar factors that indicate endangerment. Van Way and Lee
(2013) propose that some of the most important factors include intergenerational transmission (as
underscored by Fishman 1991, Lewis and Simons 2009 in their scales that measure
intergenerational disruption), absolute number of speakers, speaker number trends, and domains
of use.
Van Way and Lee’s (2013) endangerment index is presented in the following tables. The
numbers (1-5) in the top rows represent the score that is to be given to the language if it matches
the description in the column below. Being the most important indicator of language vitality, the
score given for intergenerational transmission is multiplied by two, while the other scores are not
multiplied. The scores for all separate indicators are then added up, and converted into a
percentage out of a total possible score of 25. The vitality score based on these percentages can
15
www.endangeredlanguages.com
14
then be interpreted with Table 5: Language Endangerment Index – Interpretation. Note that in
this table, there is also a certainty score in addition to the vitality score. This is a unique feature
of Van Way and Lee’s (2013) Language Endangerment Index. This score indicates how reliable
the vitality score is, by summing up the total possible scores that a language can receive based on
the number of indicators that are used. If there is not enough information for a particular
indicator, that indicator does not have to be used, and a score of zero will be assigned instead of
five, which is the total possible score for each indicator (except for intergenerational
transmission, for which a language receives a possible total score of 10 points instead of 5).
5
4
3
2
1
0
Critically
Endangered
Severely
Endangered
Endangered
Threatened
Vulnerable
Safe
Few
speakers, all
elderly
Many of the
grandparent
generation
speak the
language.
Some adults
of childbearing age
know the
language, but
do not speak
it to children.
Most adults
of childbearing age
speak the
language.
Most adults
and some
children are
speakers.
All
community
members/
members of
the ethnic
group speak
the language.
Table 1: Language Endangerment Index – Intergenerational transmission
Where intergenerational transmission is concerned, BM is “severely endangered”. A severely
endangered language is one that is spoken by many from the grandparents’ generation. A
severely endangered language on the index is more in danger of dying out than an “endangered
language”, which is spoken by some adults of child-bearing age, but not spoken to children. Both
MBM and SBM are rarely spoken by adults of child-bearing age, and would be better classified
as being “severely endangered”, being moribund and not learnt by children. At the same time, it
15
cannot yet be classified as being “critically endangered”, as not all speakers are elderly, some are
middle-aged. The language scores an 8 in this respect (4x2).
5
4
3
2
1
0
Critically
Endangered
Severely
Endangered
Endangered
Threatened
Vulnerable
Safe
1-9 speakers
10-99
speakers
100-999
speakers
1000-9999
speakers
10,00099,999
speakers
100,000+
speakers
Table 2: Language Endangerment Index – Absolute number of speakers
In terms of absolute number of speakers, having less than 1,000 speakers, both MBM and SBM
are classified as being “endangered” on Van Way and Lee’s index (2013). The language scores a
3 for absolute number of speakers.
16
5
4
3
2
1
0
Critically
Endangered
Severely
Endangered
Endangered
Threatened
Vulnerable
Safe
A small
percentage of
community
members or
members of
the ethnic
group speak
the language;
the rate of
language
shift is very
high.
Fewer than
half of
community
members or
members of
the ethnic
group speak
the language;
the rate of
language
shift is
accelerated
About half of
community
members or
members of
the ethnic
group speak
the language;
the rate of
language
shift is
frequent but
not rapidly
accelerating
A majority of
community
members or
members of
the ethnic
group speak
the language;
the number
of speakers is
gradually
diminishing.
Most
community
members or
members of
the ethnic
group are
speakers;
speaker
numbers are
diminishing,
but at a slow
rate.
Almost all
community
members or
members of
the ethnic
group speak
the language;
speaker
numbers are
stable or
increasing.
Table 3: Language Endangerment Index – Speaker number trends
Besides absolute numbers, Van Way and Lee (2013) emphasize the importance of looking at
general trends in speaker numbers. These varieties are not commonly spoken by those under the
age of 50. Assuming that there are community members equally distributed over an age range of
0-90, SBM and MBM can be categorized on the index as being “severely endangered” since
fewer than half of the community members speak the language. The rate of language shift is
accelerated in these instances. The language scores a 4 in this instance.
17
5
4
3
2
1
0
Critically
Endangered
Severely
Endangered
Endangered
Threatened
Vulnerable
Safe
Used only in
very few
domains, (for
example,
restricted to
ceremonies, to
few specific
domestic
activities); a
majority of
speakers
supports
language shift;
no institutional
support.
The language is
being replaced
even in the
home; some
speakers may
value their
language while
the majority
supports
language shift;
very limited
institutional
support, if any.
Used mainly in
the home; some
speakers may
value their
language but
many are
indifferent or
support
language shift;
no literacy or
education
programs exist
for the
language;
Government
encourages shift
to the majority
language; there
is little outside
institutional
support.
Used in nonofficial
domains; shares
usage in social
domains with
other languages;
most value their
language but
some are
indifferent;
education and
literacy
programs are
rarely embraced
by the
community;
government has
no explicit
policy regarding
minority
languages,
though some
outside
institutions
support the
languages.
Used in all
domains except
official ones
(i.e.,
government and
workplace);
nearly all
speakers value
their language
and are positive
about using it
(prestigious);
education and
literacy in the
language is
available, but
only valued by
some;
government and
other
institutional
support for use
in non-official
domains.
Used in
government,
mass media,
education and
the workplace;
most speakers
value their
language and
are enthusiastic
about
promoting it;
education and
literacy in the
language are
valued by most
community
members;
government and
other
institutions
support the
language for use
in all domains.
Table 4: Language Endangerment Index – Domains of use
In addition to intergenerational transmission and speaker numbers, it is also important to
consider the language’s domains of use. On Van Way and Lee’s (2013) index, both MBM and
SBM are “severely endangered”, as they are being replaced even in the home. In both Malacca
and Singapore, the varieties are being replaced by English to a large extent. As mentioned
earlier, other languages spoken at home in Malacca include Hokkien, and to a lesser extent,
Malay; and Mandarin is spoken in the Singapore Peranakan home as well. It is valuable to note
18
that the Peranakans were among the first in the Malay archipelago to embrace the English
medium education that began with British colonialization (Lim 2010). In addition, it is important
to remember that the community had positive relations with the British administrators, to the
extent that they were referred to as the “King’s Chinese” during the colonial period (Lim 2010).
It appears that since then, Peranakan families have been more inclined towards speaking English.
In addition, although the Peranakan language is highly valued particularly by those involved in
cultural and clan activities, the majority would rather have their children speak English at home
for the purpose of social advancement, as the mastery of English is conflated with better
academic performance, and better job opportunities. Chua (2003:71) states that “weakness in
English language skills are not only detrimental to educational achievements, but also incur
serious economic disadvantages” in the Singapore context. There is very limited institutional
support for BM in both Malacca and Singapore, and there is no official support for the language
in Malacca. The situation is harsher in Singapore, as the use of non- official languages is
forbidden on the national free-to-air radio and television stations (Wee 2010). Although the
Peranakan Museum was established in Singapore in 2008 by the National Heritage Board, the
focus of the museum is the Peranakan material culture, and not its non-material culture, which
includes its language. Limited institutional support comes from the various Peranakan
associations. BM is often used on promotional material for Peranakan events, although these are
limited to short pantun ‘traditional poem’, and short paragraphs, since many community
members do not understand the language. At the time of writing, there are no BM language
classes available anywhere. The language thus scores a 4 on this scale.
19
Vitality
Certainty
100-81% = Critically Endangered
0-10 = Uncertain
80-61% = Severely Endangered
15-20 = Fairly Certain
60-41% = Endangered
25 = Certain
40-21% = Threatened
20-1% = Vulnerable
0% = Safe
Table 5: Language Endangerment Index and Level of Certainty Index
BM scores (8+3+4+4)/25 x 100 = 76% on the Language Endangerment Index, and the language
is considered as being “severely endangered”. This can be said with a high level of certainty,
since all four indicators have been used to derive the vitality score.
1.3
Language documentation
This dissertation is based on an ongoing language documentation project that began in June
2012. Both SBM and MBM are being documented as part of this project, even though this
dissertation focuses primarily on the SBM variety.
Essentially, language documentation emerged as a response towards current concerns regarding
language vitality. Krauss (1992) predicted that as much as 90% of the world’s languages may
become “doomed” (moribund or extinct) by the end of this century. Repeating Krauss’
20
predictions, UNESCO (2003) states that at least 50% of the world’s languages are losing
speakers, and that by the end of the 21st century, about 90% of the languages may be replaced by
dominant languages. Since then, more recent numbers have also been made available. Campbell
et al. (2013) show that 3230 of the world’s languages are endangered by the careful criteria of
the Catalogue of Endangered Languages (Endangered Languages 2012), 45% of the world’s
languages, and on average, only 0.36 of a language becomes extinct per month. Essentially, this
means that one language dies every 3 months, or 4.3 languages per year. The fact that Krauss’
initial estimates were too high is corroborated by Simons and Lewis (2013), who based their
findings based on information in the latest edition of Ethnologue (Lewis et al. 2013). Simons and
Lewis (2013) state that in more urbanized areas such as Australia, Canada, and the United States,
75% of the languages that were in use in 1950 are now extinct or moribund, while in less
urbanized areas such as sub-Saharan Africa, less than 10% of the languages are extinct or
moribund. Overall, Simon and Lewis (2013) estimate that 19% of the world’s living languages
are moribund. Regardless of how high or low these numbers are, there should be no doubt that
language loss is highly consequential.
Crystal (2000) states the importance of language in expressing identity, and in encapsulating its
speakers’ history, for as Emerson once said, “Language is the archives of history” (1855:26).
Languages also contribute to the sum of human knowledge (Crystal 2000), and the loss of
languages and their cultures is accompanied by the irreparable loss of diverse and interesting
intellectual wealth (Hale 1992). With specific regard to BM, the language expresses and
represents a particular ethnic identity. Arguably, the language is a key external marker of the
Peranakan identity in this current era. Most Peranakans look Chinese, having long been
assimilated into the Chinese population through marriage. Nyonyas no longer wear their
traditional outfit, the sarong kebaya on a daily basis. Neither do the Babas go about their regular
day dressed any differently from other people in a modern-day society. Essentially, it is difficult
to identify a person on the street as being Peranakan unless the person speaks BM. Beyond being
an ethnic marker, BM also captures the cultural knowledge of the Peranakans. Without the
language, it is impossible to talk about the traditional ceremonies that take place in a Peranakan
household, such as lapchai ‘gift exchange ceremony’ and chiutau ‘coming-of-age ceremony’,
21
which are just two of the many ceremonies conducted for marriage. In addition to being a marker
of identity and a cultural repository, BM is linguistically interesting. It is a contact language that
has both Austronesian and Sino-Tibetan components. As such, it also combines non-tone and
tone languages. Futhermore, while it is regarded to be a creole by some (Lim 1981, 1988,
Ansaldo and Matthews 1999, Shih 2009), it has more complex features that are not traditionally
associated with creoles, such as relative clauses to mention one example (see section 5.6.3). Also
with regard to its likely creole-hood, Ansaldo et al. (2007) identify correctly, that while most
typical creoles were formed against a background of unequal power between two groups, BM
had its roots in the intermarriage of ethnicities of relatively equal power. These are but just some
of the attributes that make BM unique as a language, and that gives further impetus to document
it.
Language documentation has been positioned to address the concerns above. However, there are
two quite separate views about what language documentation should encompass. There are
researchers such as Himmelmann, who state that language documentation is “concerned with the
methods, tools, and theoretical underpinnings for compiling a representative and lasting
multipurpose record of a natural language or one of its varieties” (2006: 5). In the same vein,
Austin states that “[t]he role of data in language documentation is rather different from the way
that data is traditionally treated in language description” (2006:86). A more extreme version of
this view is that of Woodbury, who proposes that language documentation is “direct
representation of naturally occurring discourse is the primary project, while description and
analysis are contingent, emergent byproducts which grow alongside primary documentation but
are always changeable and parasitic on it” (2003:39). While researchers like Himmelmann may
prefer to leave the task of description out of a language documentation project until the task of
language documentation is fully complete (see Himmelmann 2006), it is clear that a language
may never be satisfactorily documented (in their sense of documentation) to its fullest extent. In
addition, Rhodes et al. (2006) state that description and analysis is a crucial step in accounting
for how adequately a language is documented. In this sense, grammars and dictionaries appear to
be basic requirements of language documentation projects – this is the view held by most
scholars who work on the indigenous languages of North America and by older scholars in other
22
regions. This dissertation hence adopts the view that language documentation should encompass
both documentation and analysis.
This dissertation, which aims to present a descriptive grammar of BM, is designed to be part of a
wider documentation project that will ideally encompass also the creation of an annotated corpus
and a bilingual BM- English, English-BM dictionary.16 In particular, a well-annotated corpus can
be used by community members in the development of pedagogical materials, or serve as a
record of the culture. For researchers, material in a well-annotated corpus can be used to answer
different questions about the nature of BM, and/or contact languages, as well as to verify or
reject the claims of other researchers with regard to these subject matters among others. All
material that result from language documentation efforts will be archived in Kaipuleohone,17 the
University of Hawai‘i Digital Ethnographic Archive, that is managed by the Department of
Linguistics. The university and department have a strong focus on research in the Asia-Pacific
region. Kaipuleohone also conforms to international archiving standards for digital archives. By
default, all material in this archive will be openly accessible after an initial period of five years,
unless they are deemed to require restricted-access by the language consultants. It cannot be
reiterated often enough how crucial it is to archive documentation materials. This will contribute
towards preserving linguistic and cultural diversity, BM being a repository of culture for its
speech community.
1.3.1 Community and participants
With regard to language documentation, I have been working with speakers of both SBM and
MBM. Among my key consultants are three SBM speakers (two males and one female) and one
MBM speakers. Being well-connected with Peranakan culture scene or with family members
who still speak the language, these speakers also serve as my contact point to other speakers. The
ages of my four key consultants range from 60 to 80, and they all use BM on an everyday basis.
According to Pakir (1986), monolinguals were in their 70s in 1986, and should be in their 90s
16
With due respect to researchers who have previously worked on BM, it should be noted that the extensiveness of
this current project was made possible by technological advances, such as digital audio recording, digital archiving,
and a range of transcription and annotation software, that were not available in the past.
17
www.kaipuleohone.org
23
currently, but none could be found. Interviews have also been conducted with less proficient
speakers, who claim that they used to speak the language natively, but who no longer use the
language regularly. This allows me to examine and establish the extent of variation among these
different sorts of speakers.
Among the four key speakers that I have been working with is the president of the Peranakan
Association of Singapore, Baba Peter Wee, who is in his 60s. The Peranakan Association of
Singapore is a cultural association for the ethnic group established in 1900 with links to similar
associations in Malacca, Penang, and also Sydney, where a number of Peranakans have migrated
to in recent years18. It is headquartered informally at the Katong Antique House that Baba Peter
Wee owns. The Katong Antique House, which is part shop and part private museum, is located
along East Coast Road, a traditional Peranakan enclave. Recording sessions with Baba Peter
Wee take place here. He also occasionally receives Peranakan visitors who speak BM. With
informed consent, some of the conversations that take place at the Katong Antique House have
also been recorded and archived.
Another location where recording sessions take place is the Gunong Sayang19 Association
clubhouse situated at Geylang. The Gunong Sayang Association is a social club established in
1910 that aims to create an awareness of Peranakan culture by promoting dondang sayang ‘art of
singing Malay poetry’, wayang Peranakan ‘Peranakan theater’, music, and dance.20 Besides
eliciting data from Baba Victor Goh, the club’s cultural advisor (who is also in his 60s), I record
conversations that take place at the dinner table, and apart from attending events organized by
both associations, I attend weekly singing rehearsals at the clubhouse. In particular, I have
formed a close bond with the Gunong Sayang singers, a group of mostly female singers between
the ages of 50 to 80. Under the direction of Baba Victor Goh, they rehearse every Monday
evening at the Gunong Sayang clubhouse, and put on several public and private performances
every year. Although this is a language documentation project, cultural documentation is equally
important, since language and culture are highly intertwined. Hence, my corpus will include
18
This information has been derived from the Peranakan Association website (www.peranakan.org.sg).
The words Gunong Sayang translate directly into ‘mountain love’ to mean ‘mountain of love’.
20
This information has been derived from a National Library Board of Singapore website
(http://infopedia.nl.sg/articles/SIP_1383_2010-05-24.html)
24
19
recordings of cultural performances, in addition to recordings of interview sessions. Besides
documenting cultural activities, I believe that spending time intensively interacting with a group
of Peranakans who have come together for the purpose of carrying out a cultural activity, can
better inform my language documentation efforts. Also, by attending cultural events, and
interacting with active community members, I can create awareness for my project, as well as
awareness about the endangerment of BM.
The only female key speaker that I am working with is Bibik Jane Quek, who is 80 at the time of
writing. Besides being a singer and committee member of the Gunong Sayang Association, Bibik
Jane Quek is known for her Peranakan home-cooking in Singapore. Recording sessions with her
usually take place at her home. All three key speakers mentioned above speak SBM. The key
speaker that speaks MBM is Baba Albert Ku, who is also in his 60s. Recordings with him take
place mostly at his home in Malacca. A retiree, he speaks the language with his family, and he is
at proficient at writing pantun (traditional poetry) in BM.
All of the key speakers in this project speak BM natively, and still use the language on a daily
basis. They have provided informed consent for their data to be recorded and archived in
Kaipuleohone, so that it can be used for this dissertation and subsequent publications on BM.
1.3.2 The scope of this dissertation
This dissertation is a grammar of BM as it is spoken in Singapore, although it makes
observations where SBM differs from MBM. It is based mainly on the material that has been
collected for the language documentation project. It differs from other grammars in that:
a) It incorporates sociophonetics as a means of documenting the associations that people
form between phonetic variants that are changing due to language endangerment and the
speakers who produce these variants.
The term ‘sociophonetics’ has been used in connection with research concerning variation,
change, sociologically-informed fieldwork, speaking style, as well as with other topics as
disparate as the phonological relationship between liquids, descriptive accounts of Albanian and
25
Cocos Malay, loanword pronunciation, conversation analysis, methods for developing large
corpora, and psycholinguistic experiments on information processing (Foulkes et al. 2010). For
the purposes of this dissertation, a narrower sense of the term ‘sociophonetics’ is used. Here, the
term ‘sociophonetics’ refers to “the study of socially conditioned phonetic variation in speech”
(Hay and Drager 2007:90). Hay and Drager state that sociophonetics usually involves “using
increasingly sophisticated phonetic analysis to show that very fine phonetic detail is used in
constructing social identity,” “using ethnographic approaches to break free of traditional social
categories,” and “using experimental techniques to probe listener’s use of sociophonetic detail in
speech perception” (2007:89).
There are different reasons for incorporating sociophonetics into a language documentation
project and grammar. This project identifies four ways in which language documentation and
sociophonetics can complement one other. First, to fully document a language, it is also
necessary to document and describe how the language is used, and how it varies according to
social contexts. In addition, variation in structure is still part of structure. Variation in structure
needs to be described and explained, and the explanation may most likely be found in social
conditioning of language variants. Second, language documentation emerged as a reaction to the
fact that languages were being lost at an alarming rate. A documentation description captures a
snapshot of the language, and preserves it, but the reality is that this snapshot is seldom that of a
stable system. Moribund languages are said to be often less normative and more variable (Dorian
2001). It has been demonstrated that in minority language communities, variation can occur in
phonetics and phonology, and in syntax, morphology, and even morphophonology when a
language’s viability is being threatened by a more dominant language (see Stanford and Preston
2009). An endangered language community thus may be ideal for a language variation study. In
view of that, this current project approaches variation via sociophonetic perception methods.
Third, an extensive corpus of good quality sound files provides not only valuable production data
from languages other than English, on which sociophonetics has been largely focused (Foulkes et
al. 2010). This also provides a wealth of naturally occurring tokens, which may be preferred for
their naturalness in perception experiments. Labov et al. (1991) in particular advocate against
using unnatural, isolated, synthetic tokens. Fourth, linguists are usually expected to incorporate
26
aspects of ethnography into the language documentation project. Hill states, “Documentary
linguists need to be ethnographers, because they venture into communities that may have very
different forms of language use from those of the communities in which they were socialized as
human beings or trained as scholars” (2006:113). This is compatible with the notion of
ethnographic approaches in sociophonetics, wherein researchers are able to “break free from
using traditional social categories that may not be relevant for a particular group of speakers, and
to investigate in depth the social meaning of particular variants” (Hay and Drager 2007:89).21
Although the goals of language documentation and sociophonetics tend to be different, the basic
stances are the same. With careful planning, it is possible and optimal for a language
documentation and sociophonetics to mutually exist within a single project.
Although this is not a language revitalization project, I hope that by documenting the
associations that people form between phonetic variants that are changing due to language
endangerment and the speakers who produce these variants, I can create a greater awareness of
language endangerment in the Peranakan community and increased enthusiasm for attempting to
revitalize the language. The sociophonetics experiment conducted during the course of fieldwork
is discussed in section 3.7.1. Besides being an experiment in itself for incorporating
sociophonetics into language documentation work, this grammar can be used to shed insight on
issues such as:
b) How is SBM different from MBM?
As mentioned earlier (see section 1.2.2), researchers usually regard BM as a single entity, using
the same label ‘Baba Malay’ for both varieties, spoken in Singapore and Malaysia. Again, the
only references to particular locations were made by Pakir (1986), who states that her
dissertation describes BM as it was spoken in Singapore, and Lim (1988), who mentions that his
fieldwork took place in Malacca. Based on materials collected for the archive, I will be able to
21
Note that the notions of ethnography in sociophonetics and language documentation differ in some sense.
Ethnography in sociophonetics allows for more open-ended investigation than immediately focusing on a few key
variables, while ethnography in language documentation takes into account culture when it impinges on the
language structure. These also differ drastically from the ethnography of communication, which usually refers to a
qualitative analysis of speech in interaction within the contex of ethnography, as well as from ethnography in
anthropology, which requires a holistic description of society and culture.
27
evaluate how these two varieties differ. Broad generalizations that can be made are that SBM
utilizes more forms that are derived from Hokkien, while MBM utilizes more forms that are
derived from Malay. For example, where the vowel inventory is concerned, [ɔ] exists in SBM,
but is not observed to occur in MBM. Differences are also clear where function words are
concerned. An example of such a lexical difference is the use of conjunctions. SBM speakers use
[sa.ma] to mean ‘and’ and ‘with’, whereas in addition to [sa.ma], MBM speakers use both Malay
forms [dan] to indicate ‘and’ and [dəŋan] to indicate ‘with’, the basic lexical meaning of [sa.ma]
being ‘same’ in Malay. With a more extensive corpus, it will be possible to establish how the
two dialects differ. This dissertation, being mainly a grammar of SBM, makes observations of
certain differences between SBM and MBM in chapter 6.
Besides exploring language change through sociophonetics, as well as the differences between
SBM and MBM, this grammar also address:
c) Whether or not Baba Malay is a creole language, a dialect of Malay, or some other sort of
contact language
With regard to the classification of BM, researchers are divided into two main camps. There are
those who regard BM as a dialect of Malay (Pakir 1986, Thurgood 1998), and those who regard
BM as a language that has undergone creole formation (Lim 1981, Lim 1988, Ansaldo and
Matthews 1999, Ansaldo et al. 2007, Shih 2009).
Thurgood’s (1998) dissertation focuses on 19th century BM. Based on her analysis of old BM
texts, Thurgood (1998:245) concludes that the language is a Malay variety that has undergone
shift, rather than a creole. For Pakir (1986: 116, 117), BM is a variety of Malay that has
borrowed Hokkien loanwords in domains such as the household; terms of address and reference;
celebration, customs, beliefs and religion; and clothing and personal ornaments, in addition to
others. Pakir (1996:207) states, for example, that the phone [ɔ] only occurs in Hokkien
loanwords, and that all syntactic structures in BM that resemble Hokkien structures, are also
found in other dialects of Malay, such as Bazaar Malay, Jakarta Malay and Ambonese. Also,
Pakir (1986:210) points out cases wherein these links appear to be less strong—not all of these
structures and their functions match up to either that of Hokkien or Malay. Therefore, Pakir
28
(1986) views BM as a unique dialect of Malay. Note that the findings of this current grammar do
not support the notion that BM is a genetic dialect of Malay.
In response to Pakir (1986), Ansaldo and Matthews (1999) state that the fact that other varieties
of Malay have many of these BM features by no means invalidates the arguments for the
Hokkien substrate, since there are other ways through which these features could have entered
these other Malay dialects. They point out that Bazaar Malay and Jakarta Malay especially have
substantial Chinese language contact influence. Besides suggesting that there could have been
direct Chinese influence through immigration across the Malay Peninsula and archipelago, and
possibly “restructuring under conditions of language contact” (Ansaldo and Matthews 1999:43),
the authors also point to Lim’s (1981:31) suggestion that there could have been an “antecedent
lingua franca spoken by and between different groups over several centuries, underlying both
Baba and Bazaar Malay.” The rest of Ansaldo and Matthews’ structural arguments are based
mostly on data provided by a play. They investigate a passive construction, an attributive
construction, and the tense-aspect system of BM, stating that these have similar counterparts in
Hokkien.
Based on his fieldwork in Malacca, Lim (1981, 1988) recognizes the structural ties between BM
and Hokkien. For example, Lim points out that most of the pronominal system in BM is derived
from Hokkien (see table 6). For example, second person and third person plurals appear to have
been calqued from Hokkien forms using a combination of singular form and the Malay word
orang; lâng in Hokkien means ‘people’.22 Note that an expanded version is presented in table 46.
22
It is not implausible that the phonetic similarity of Malay orang and Hokkien lâng may have facilitated the
adoption of the calqued forms for second person and third person plurals in BM, comprising Malay word orang
‘person’. See tables 6 and 46.
29
Baba Malay
Malay
Hokkien
I
ɡua23
saya/ aku
ɡua
you
lu
kamu/awak/engkau
lú/ lí
he/she
dia
dia
I
we
kita
kita (inclusive)
gún-lâng (inclusive)
kami (exclusive)
lán-lâng (exclusive)
you (pl)
lu-orang
kamu/awak/engkau
lín-lâng
they
dia-orang24
mereka
ín-lâng
Table 6: Personal pronouns in Baba Malay, Malay and Hokkien, replicated from Lim (1988: 27)
Similarly, Shih (2009) attempts to establish BM as a creole, based on observations of its
phonology, morphology, lexicon, and syntax. While comparisons of its phonological system with
that of Hokkien and Malay appear to be less conclusive, she states that there is less affixation in
BM than in Malay, and the use of the ‘number classifier noun’ structure appears to have been
23
My Singapore Baba Malay informants and Malacca Baba Malay consultants state that saya is used in Baba Malay
to mean first person singular as well, and that it is more formal than ɡua. This is also observed by Chia (1983). The
word saya ‘I (humilific)’ is borrowed from Sanskrit, not only in Malay, but in a few other languages of the region.
Whereas Marsden (1812) notes that saya is humilific in Early Modern Malay, which may have influenced BM’s
structure, saya is used as a more formal first person pronoun in current day Malay and Indonesian, the informal first
person pronoun being aku.
24
In my collected data, dia can be used interchangeably with dia-orang to represent the third person plural.
30
derived from Hokkien. In addition, kinship and cultural terms have also been derived mainly
from Hokkien. With regard to syntax, Shih (2009) compares BM kasi, with Hokkien hoo, which
has the literal meaning of ‘to give’. She demonstrates that there are overlaps in their functions,
among which are their uses in causative constructions. Examples (1) and (2) demonstrate two
types of causative constructions using kasi.
(1)
tak
orang mo senang senang kasi
lu
NEG person want free
free let
2.SG
‘No one would volunteer to be hit by you.’
tumbok
punch
(Shih 2009: 82)
(2)
dia
tak
dani, dia
kasi
saya
3.SG NEG present 3.SG cause
1.SG
‘His absence frets my heart (troubles me a lot).’
susah-hati
worry
(Shih 2009:83)
In example (1), kasi expresses ‘to let’; in example (2), kasi means ‘to cause’. Similar
constructions can be found in Hokkien.
(3)
I
hoo
gua
3.SG let
1.SG
‘he let me come.’
lai
come
(Shih 2009:79)
(4)
i
bo
lai
hoo
gua
3.SG NEG come cause
1.SG
‘that he doesn’t come troubles me a lot.’
jin
very
huan.lo
worried
(Shih2009:80)
While in (3) hoo means ‘to let’, in (4), it means ‘to cause’. These are similar in structures to
examples (1) and (2). Based on these examples that appear to be substrate transfers, Shih (2009)
concludes that creolization must have taken place.
It is useful to consider the different views in the literatures about creole formation, to see if any
of these may contribute to a resolution of this controversy. Thus far, the evidence above appears
to be congruent with the notion of substrate transfer or relexification (Lefebvre 1998, Muysken
1981, Siegel 1999), where the functions and or syntax of the substrate language are adopted into
the creole language with forms from the lexifier language. A more detailed description of the
31
differences between substrate transfer and relexification are found in section 7.4.4.2.
Nevertheless, Pakir (1986) had pointed out that there is not a complete point-by-point match
between the grammars of Hokkien and BM. A universalist point of view may also be inadequate
— Bickerton’s (1984) list of 15 features that are presumably found in all creoles makes no
predictions of more complex material, such as relative clauses (see section 5.6.3). Neither does
the universalist approach acknowledge that features can be retained from the substrate languages
as seen from examples (1) to (4).
Would BM, for example, be a feasible creole according to Mufwene’s views of founder effect
and language ecology? The founder effect principle is largely applied to plantation creoles, and it
asserts that the structural features of creoles have been predetermined to a large extent (but not
exclusively) by characteristics of the vernaculars spoken by the populations that founded the
colonies in which they developed (Mufwene 1996). According to Mufwene (1996: 85), an
ecology is:
the ethnographic setting in which the lexifier (the displaced population) has come into
contact with diverse languages (other populations) whose structural features (genes) enter
into competition with its own features.
The features may then be adapted to suit the ecology, so that features that are compatible with
the features of the other languages in the ecology are more likely to be maintained than features
that are not. Structurally, for this to be a plausible account of BM, it must be shown that
basilectalization had taken place, so that the creole became more and more divergent from the
initial lexifier language. Basilectalization in this instance, refers to the creole becoming more like
its substrate language in terms of structure. However, this begs another question. Why is Malay
the lexifier language of BM and not Hokkien? Should the Malay-speaking population then be
treated as the founder population, rather than the Hokkien traders? In relation to this, as
mentioned earlier, Ansaldo et al (2007) identify correctly, that while most typical creoles were
formed against a background of unequal power between two groups, BM had its roots in the
intermarriage of ethnicities of relatively equal power. If Malay should indeed be considered the
language of the founder population (possibly since they were in Southeast Asia prior to the
32
Hokkien traders), it will be necessary to consider how the language ecology may have affected
the selection of features. When the Chinese traders arrived after the beginning of the 15th
century, the Malay language was already a dominant lingua franca in the region, having been
established as one during the Srivijaya period (from about the 7th to the 13th century A.D.) (Hall
2011).25 In addition, the founder effect may partially explain for why there is so little Portuguese
influence in BM, even though the Portuguese came into power following their conquest of
Malacca in 1511, and bearing in mind that the Portuguese language was also a dominant trade
language in Asia at that time. By the time of the Portuguese conquest of Malacca, the Chinese
traders had already arrived and were already exposed to the language of the founder population,
Malay. It is also relevant to note that the Portuguese never forced their language onto the local
population, instead they were said to respect the culture and traditions of the Malays, the Tamil
Chetty, Chinese, and other communities (Muzzi 2002:31). Taken as a whole, these factors may
explain for why there is not more Portuguese influence on BM, aside from some loanwords.
With regard to the influence of languages brought in through colonialism, it should be
highlighted that even though Malacca fell to the Dutch later in the 1641, the Dutch language was
never a dominant trade language in the region (Borschberg 2010). The two dominant languages
that existed at the same time were Malay and Portuguese, although it was noted by different
individuals that Malay was the more significant of the two (Borschberg 2010). This language
ecology appears to be largely maintained (with the exception of Portuguese and Dutch). While
Dutch is not currently spoken in Singapore and Malacca, there is a small community of
Portuguese creole speakers left in Malacca. The name of this creole is Papia Kristang ‘Christian
language’. Currently, with Singapore situated among Malay-speaking neighbors (Indonesia,
Malaysia, and Brunei), and Malacca being part of Malaysia, it may be no surprise as to why on
the surface, BM still appears to be most congruent with Malay.
The founder effect and the notion of a linguistic ecology are useful, but some questions remain
unanswered. For example, why do some structures appear to be caused by substrate transfer,
such as the causative patterns observed in examples (1) to (4)? Why are forms that are Hokkien
25
The Srivijaya kingdom began in the late 7th century A.D, became politically dominant in the 9th to 10th century,
and then declined into the 13th century.
33
in origin used by BM speakers for particular domains such as with kinship terminology (See
Appendix A)? While the structure of BM cannot be completely explained by these theories, their
pertinence could rest in their aggregate contribution to explaining BM’s origins and
development. Based on the findings of this grammar, this dissertation aims to shed light on
whether or not BM can be classified as a creole language, a dialect of Malay, or some other sort
of contact language (see chapter 7). I will argue for the conclusion that BM is to be classified as
a creole.
34
2. An overview of Baba Malay typology and this grammar
2.1
An overview of Baba Malay typology
This is a brief typological overview of BM, surveying its basic characteristics. It includes
notes on its vowel and consonant inventories, morphology, word order, alignment, and case.
2.1.1 Sound system
BM has eight phonemic vowels; its vowel inventory is as follows:
i
u
e
ə
o
ɔ
ɛ
a
Its 19 phonemic consonants are as follows:
plosives
affricates
fricatives
nasals
Labial
Alveolar
voiceless
p
voiced
b
Post-alveolar
Velar
Glottal
t
k
ʔ
d
ɡ
voiceless
tʃ
voiced
dʒ
voiceless
s
m
n
lateral
l
flap
ɾ
glides: w, j
35
h
ɲ
ŋ
2.1.2 Basic morphology
There is some affixation in BM. All of the affixes are derived from Malay, in which the
corresponding affixes are obligatory (Marsden 1812)26. Most of these affixes are optional and
may not be meaningful to BM speakers. For example, in Malay, the prefix me- is used as an
active marker. But in BM, the use of this marker is not mandatory, and it makes no difference in
meaning to the speakers. This is demonstrated below by examples (5) and (6), where me- is nonexistent in the former example, but is attached to nangis ‘cry’ in the latter. Alternatively,
menangis can be used in the context of (5) and nangis can be used in the context of (6) to express
the same notions.
(5)
Téngok,
bapak dia
mati, dia
tak
see
father 3.SG die
3.SG NEG
‘See, his father passed away, (and) he did not cry.
nangis.
cry.
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-021, 00:32:44.0-00:32:46.3)
(6)
Dia
kuluair dari rumah menangis.
3.SG go.out from house cry
‘She left the house crying.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:04:18.3-00:04:20.9)
Very few affixes are obligatory. Two affixes that are more commonly used are the prefixes ter‘accidental, movement’, as well as the suffix -kan ‘transitive’. The two types of ter- are analysed
as the same prefix, since they are semantically related, as they both involve movement in
general. The different usages of ter- are shown in examples (7) and (8). In example (9), the verb
jatoh ‘to fall’ is intransitive, while in (10), it is made transitive with the affixation of -kan.
(7)
Ter-masok
kat
dalam ayé.
ACD-enter
PREP inside water
‘Fell into water.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-044, 00:14:33.2-00:16:34.8)
26
Crucially, Early Modern Malay contributed to the formation of Baba Malay, rather than Malay as it is currently
spoken; Baba Malay in the present day being a moribund language.
36
(8)
Ter-balék-kan
itu
ikan
MVT-turn.over-TR
that fish
‘Turn over that fish is also okay.’
pun
also
boléh lah.
can
EMP
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-044, 00:10:32.3-00:10:33.8)
(9)
Budak jatoh,
child fall
‘The child falls.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:03:46.6-00:03:50.7)
(10)
Jatoh-kan
fall-TR
‘drop it,’
dia,
3.SG
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:00:59.2-00:01:02.5)
2.1.3 Basic syntax
The basic clausal level word order in BM is SVO (Subject Verb Object). This is demonstrated by
the following examples.
(11)
Itu
kuching
that cat
‘That cat eats fish.’
makan ikan.
eat
fish
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:00:35.9-00:00:37.7)
(12)
Gua jatoh-kan
1.SG fall-TR
‘I dropped my bag.’
gua
1.SG
mia
bég
POSS bag
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-044, 00:15:37.8-00:15:41.9)
(13)
Dia
kata buah
3.SG say
CLF.FRUIT
‘He said chestnuts.’
berangan
chestnut
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:00:49.2-00:00:51.2)
The subject is not always obligatory. This happens when the unexpressed subject is known to
participants in the conversation. In (14), the speaker is asked what she is doing, to which she
responds kopék bawang ‘peeling onions’. In (15), the speaker was speaking about what old
37
people do to stay healthy, one of the suggestions she gives is makan ikan manyak ‘eat a lot of
fish’, the unexpressed subject here being old people.
(14)
Kopék bawang
Peel onion
‘Peeling onions.’
lah.
EMP
(Kim Choo, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:12:49.8-00:12:51.2)
(15)
Makan ikan manyak
Eat
fish
many
‘Eat a lot of fish.’
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:03:44.4-00:03:46.2)
At the phrasal level, BM has word orders of ADJ N (Adjective Noun) (not basic) and N ADJ,
GEN (Genitive Noun) and NG (not basic), as well as PREP N (Preposition Noun). Relative
clauses occur both prenominally and postnominally. Example (16) shows the ADJ N word order,
while example (17) shows the N ADJ word order. Although the ADJ N order is a very
commonly used structure, a relativizer has to be used, and it cannot be considered as basic as N
ADJ.
(16)
betol mia
cherita27
real REL story
‘story that is real.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:03:24.8-00:03:26.0)
(17)
Idong panjang.
nose long
‘Long nose.’
(Lillian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:00:13.7-00:00:15.0)
Example (18) demonstrates the GEN N word order. The N GEN word order is not basic since it
requires the use of a pronoun. The possessor in the N GEN construction has to be a pronoun.
This is shown in example (19).
27
Punya, which can be shortened to nia and mia, is a possessive marker that can also be analysed as a relative
clause marker. This phenomenon is described in section 5.6.3
38
(18)
Peter punya bapak,
Peter REL father
‘Peter’s father,’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:45:01.7-00:45:06.9)
(19)
Badan lu
body 2.SG
‘Your body.’
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:11:33.1-00:11:36:1)
Example (20) illustrates the PREP N word order.
(20)
Kebun dekat Europe
garden PREP
‘This garden is in Europe.’
ini.
this
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:00:32.8-00:00:34.6)
Example (21) shows prenominal relativization, while example (21) shows postnominal
relativization. Both are equally common in BM. For restrictions on relativization and more
details, please refer to section 5.6.3
(21)
[Anak perompuan nia]
child female
REL
‘The one that is a girl.’
satu
ONE
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:00:44.8-00:00:47.0)
(22)
Ini
sumua dia
mia
kawan [nang28jaga kambing]
This all
3.SG REL friend REL guard sheep
‘These (are) all his friends that guard the sheep.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:05:58.2-00:06:00.8)
For discussion on other word-order tendencies within the different types of phrases, please refer
to sections 5.1.5, 5.2.9, 5.3.7, 5.4.4 and 5.5.
In terms of alignment and case, the subject NP is not marked differently from the object NP. The
subject of the clause mostly precedes the verb. BM is a nominative-accusative language. The
28
Also yang.
39
subject of the intransitive verb is treated equivalently to the agent of the transitive verb. Both
precede verb phrase. Example (11) is replicated as (24).
(23)
Budak tu
senyum.
child that smile
‘That child smiles.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:00:35.9-00:00:37.7)
(24)
Itu
kuching
that cat
‘That cat eats fish.’
makan ikan.
eat
fish
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:37:23.3-00:37:25.5)
In addition, it is possible for the object to undergo passivization with the use of the adversative
passive markers kasi (meanings: ‘give’, ‘cause’, ‘let’) and kena (other meaning: non-volitional
‘subjected to’, see section 5.2.3) where the object is promoted to subject. Note that the logical
subject is not expressed overtly when kena is used. For more discussion on passivization, please
refer to section 5.2.3. Example (26) is the passive version of example (25), while example (28)
is the passive statement that corresponds to example (27). (27) replicates (24).
(25)
Mary bunoh dia
kill
3.SG
‘Mary killed him.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:39:17.1-00:39:18.8)
(26)
Dia
kasi Mary bunoh.
kill
3.SG PASS
‘He was killed by Mary.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:40:01.8-00:40:14.9)
(27)
Itu
kuching
that cat
‘That cat eats fish.’
makan ikan.
eat
fish
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:37:23.3-00:37:25.5)
(28)
Itu
ikan sudah
kena makan.
that fish
already
PASS eat
‘That fish has already been eaten.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:38:17.8-00:38:19.9)
40
In topicalization, logical object is also fronted, without passivization. This topicalization
construction is highly productive in BM, and hence worthy of mention. It has been observed by
Lee (1999) in SBM, and Lim (1988) in MBM. This generates sentences such as (29). More
information on topicalization can be found in section 5.6.9.
(29)
Itu
ikan sudah
kuching
that fish
already
cat
‘That fish, the cat already ate.’
makan
eat
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:37.37.1-00:39:39.8)
2.2
A user guide to this grammar
This grammar was written to be of use to as wide an audience as possible. Where possible, I have
avoided using any theoretical framework that would require specific training to understand.
Some basic background in linguistics is however necessary, since this grammar uses basic
grammatical concepts. These basic grammatical concepts have to be used so that the language
can be adequately described, and so that researchers can make comparisons to other languages
where relevant. This grammar has also adopted the use of some features that are intended at
making it more user-friendly.
2.2.1 Features
These user-friendly features are (A) morpheme-by-morpheme glosses; (B) a list of linguistic
abbreviations used; (C) a Baba Malay-English glossary and an English-Baba Malay glossary
featured in Appendix C; as well as (D) reference to where each example can be found in the
relevant archive, following Berez (2011). Example (30) illustrates this.
(30)
Dia
chakap
sama dia.
3.SG speak
with 3.SG
‘He speaks with him.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-042, 00:02:44.4-00:02:46.0)
Kaipuleohone is hosted online at scholarspace.manoa.hawaii.edu, and if a reader wanted to
search for example (30) within the archived file, she or he would have the information that this
example uttered by the speaker Peter Wee, can be found on the site in the file labeled NL1-042,
41
and more specifically, this utterance can be heard between 00:02:44.4-02:46.0. Appropriate
citation will also be provided in the rare case that an example is derived from a previous
publication.
2.2.2 Structure of the grammar
This grammar is organized as follows. Chapter 3 describes the phonetics and phonology of BM;
chapter 4 describes the different parts of speech; and chapter 5 provides information concerning
the syntax of the language. These chapters deal with the more traditional aspects of the
language’s grammar, except the inclusion of the results of the sociophonetics investigation in
Chapter 3 that sheds light on an ongoing change to the vowel inventory. The dissertation then
continues in a less traditional way, addressing in Chapter 6 the differences between SBM and
MBM, and in Chapter 7, whether BM is a genetic dialect of Malay, or if it is a mixed language or
a creole. Appended at the end of this dissertation is a collection of texts, vocabulary lists, indexes
and bibliography.
2.2.3 List of linguistic abbreviations used
The following is a list of abbreviations used within the glosses of examples. Leipzig glossing
conventions are used where possible.
ACD
Accidental marker
ADJ
Adjective
ADV
Adverb
AdvP
Adverbial phrase
Aux
Auxiliary verb
AP
Adjective phrase
CLF
Noun classifier
COP
Copula
COMP
Complement
42
CONF
Confirmative particle
DEM
Demonstrative
EMP
Emphatic particle
EXCLAM
Exclamation
EXIST
Existential marker
GEN
Genitive
HAB
Habitual marker
MVT
Movement marker
N
Noun
NEG
Negation marker
NMZ
Nominalizer
NP
Noun phrase
NUM
Numeral
PFV
Perfective marker
PL
Plural
POSS
Possessive marker
PREP
Preposition
PROG
Progressive marker
Q
Question particle
REL
Relativizer
SG
Singular
TR
Transitive marker
V
Verb
VP
Verb phrase
43
1
First person
2
Second person
3
Third person
2.2.4 Example sentences
Example sentences are mostly taken from material I have recorded during fieldwork that was
carried out between June 2012 to February 2014. More than 80 hours of SBM data and about 12
hours of MBM data were collected. These sound files and selected transcripts are hosted at the
above-mentioned Kaipuleohone29 archive. Example sentences are taken from both naturally
occurring and elicited texts. While it is always ideal to use naturalistic data, some grammatical
constructions are not common in daily speech, for example, noun classifiers and relative clauses.
Where elicited data is used, checks were made with other consultants to ensure that the
utterances are acceptable in the language. In addition, these examples also come from a range of
different genres, such as conversation and narratives among others. While texts collected include
pantun ‘traditional poems’, these are generally not used for grammatical examples, as these
pantun are highly stylized, and do not reflect ordinary language use.30 Some pantun have been
included in the selection of texts that accompany this grammar.
Again, the source of examples or place in the archive is indicated following the example, as
explained in section 2.2.1. Similarly, examples are duly acknowledged in parentheses following
them, if they are derived from some other source.
29
www.kaipuleohone.org
A pantun is a traditional Malay verse form with an abab rhyme system. The significant lines in a pantun are the
third and fourth lines, in which the main message of the pantun is embedded. Pantun can be sung to a tune called
Dondang Sayang ‘melody (of) love’, and singers used to exchange verses they would compose on the spot (Chia
1994: 70). As compared to the Malay pantun, the subject of the Peranakan pantun is often a matter that the
Peranakan community can relate to. It is interesting that even in Peranakan pantun, the Malay language is followed
as much as possible (Chia 1994: 70). Singing pantun to Dondang Sayang is now an endangered art form, but still
performed by groups such as the Gunong Sayang Association in Singapore.
44
30
2.2.5 Transcription
The transcription in this grammar is based mostly on Du Bois et al. (1992)’s conventions for
discourse transcription. Speech streams are segmented by intonation unit, which is defined by Du
Bois et al. as “one spurt of speech” (1992:16) or “a stretch of speech uttered under a single
coherent intonation contour” (1992:21). However, when presented in this grammar to
demonstrate a particular grammatical pattern or a well-formed phrase or sentence, I have taken
the liberty of conflating intonation units for ease of interpretation. Thus, an example such as (31),
which has two intonation units, would be produced in the grammar as (32) in a section on
transitivity.
(31)
Anjing tutop-kan.
dog close-TR
‘The dog turned off’
Itu
aloji.
that alarm.clock
‘That alarm clock.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:00:25.6-00:00:29.9)
(32)
Anjing tutop-kan
itu
aloji.
dog close-TR
that alarm.clock
‘The dog turned off that alarm clock.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:00:25.6-00:00:29.9)
Du Bois et al’s (1992) conventions allow for a range of transcription delicacy, from a very broad
level one to their very detailed level seven that would include multimodal information. For the
purpose of this grammar, a level three transcription that includes information on what the
boundaries are will suffice. A period at the end of an utterance indicates finality, a comma
signals continuity (that the speaker has more to say), whereas a question mark signals appeal,
that the speaker is seeking a response from her or his interlocutor. These are dependent on
intonation (see section 3.6.3). Incontrovertibly, the function of an utterance, whether it is a
statement or a question, is important in understanding the basic structure of a language. The
broader level one and two transcription systems do not include this information. Level four is
45
more detailed than necessary for this grammar, including information such as whether a speaker
is saying an utterance with a smile. Transcription conventions for understanding the appended
full transcripts at the end of this grammar are included with the transcripts in Appendix B.
Transcription is orthographic, adapted in part from Malay spelling conventions in Singapore (see
section 3.5), rather than phonetic. A solely phonetic transcript might be alienating to any nonlinguists who are interested in the transcripts.
46
3. Phonetics and Phonology
At its core, the sound system of BM must take into account the fact that BM is a contact
language. While the main lexifier of BM is Malay, BM also derives a significant amount of its
lexicon from Hokkien. To a lesser extent, it is observed to have borrowed words from English,
Portuguese, Dutch, and Tamil, among other languages (Pakir 1986, Shellabear 1913). This
chapter explains how BM has its own phonological system, different from the Malay that is
spoken in Singapore and Malaysia, and incorporating words from Hokkien and other languages
based on its own unique phonological template.
3.1
Phoneme inventory
The phoneme inventory of BM accounts for words of Malay origin, words of Hokkien origin,
and words of other origins that have long existed in the BM speakers’ repertoire. This inventory
comprises 19 consonants and 8 vowels that can be combined to form diphthongs and long
vowels. For the reader’s convenience, the inventory shown in section 2.1.1 is replicated here as
table 7. Differences between this phoneme inventory and that of Malay, as well as of Hokkien,
are discussed in section 7.4.1.
3.1.1 Consonants
BM has the following consonants:
47
plosives
affricates
fricatives
nasals
Labial
Alveolar
Velar
Glottal
voiceless
p
t
k
ʔ
voiced
b
d
ɡ
Postalveolar
voiceless
tʃ
voiced
dʒ
voiceless
s
m
h
n
lateral
l
flap
ɾ
ɲ
ŋ
glides: w, j
Table 7: Consonant chart of Singapore Baba Malay
3.1.1.1 Minimal and near-minimal pairs of consonants
Minimal pairs can be used to establish the phonemic status of the consonants that have been
discussed. Some minimal pairs for the consonant phonemes of the language are as follows.
48
(33)
/b/ : /p/
[baɡi] ‘similar to’ : [paɡi] ‘morning’
(34)
/b/ : /w/
[bajaŋ] ‘shadow’ : [wajaŋ] ‘play’
(35)
/p/ : /w/
[paʔ] ‘male fellow’ : [waʔ] ‘elderly Malay person’
(36)
/m/ : /w/
[majaŋ] ‘palm blossom’ : [wajaŋ] ‘play’
(37)
/m/ : /n/
[mja] ‘life’ : [nja] ‘contracted form of possessor and relativizer punya’
(38)
/m/ : /p/
[mati] ‘die' : [pati] ‘first cream of coconut’
(39)
/d/ : /t/
[da.own] ‘leaf’ – [ta.own] ‘year’
(40)
/d/ : /ɾ/
[dʒaɾi] ‘finger’ – [dʒadi] ‘happen, become’
(41)
/t/ : /tʃ/
[taɾeʔ] ‘pull’ – [tʃaɾeʔ] ‘search’
(42)
/d/ : /dʒ/
[dari] ‘from – [dʒaɾi] ‘finger’
(43)
/tʃ/ : /dʒ/
[tʃam] ‘observe’ – [dʒam] ‘time, hour’
(44)
/n/ : /l/
[nama] ‘name’ – [lama] ‘long (describing time)’
(45)
/ɾ/ : /l/
[ɾupa] ‘appearance’ – [lupa] ‘forget’
49
(46)
/ɾ/ : /n/
[kuɾaŋ] ‘less’ – [kunaŋ] ‘under the influence of black magic’
(47)
/n/ : /ŋ/
[piŋɡan] ‘plate’ – [piŋɡaŋ] ‘waist’
(48)
/n/ : /ɲ/
/na/ ‘here you go’ – [ɲa] ‘mother’
(49)
/dʒ/ : /ɡ/
[dʒantoŋ] ‘heart’ – [ɡantoŋ] ‘hang’
(50)
/k/ : /ɡ/
[kaja] ‘rich’– [ɡaja] ‘splurge’
/k/ : /tʃ/
[kjam] ‘stingy’– ‘[tʃjam] – ‘divination stick’
(51)
(52)
/ɡ/ : /ŋ/
[ɡaɡa] ‘daring’ – [ŋaŋa] ‘mouth agape
(53)
/ŋ/ : /k/
[pəŋat] ‘sweet dessert of thick coconut milk with banana chunks’ – [pəkat]
‘thick (describing liquid)’
(54)
/ʔ/ : /ŋ/
[pulaʔ] ‘instead’ – [pulaŋ] ‘return’
(55)
/s/ : /h/
[so] ‘burn’ – [ho] ‘good’
(56)
/h/ : /ŋ/
[hantoʔ] ‘bang’ – [ŋantoʔ] ‘sleepy’
(57)
/ʔ/ : /k/
[baʔu] ‘smell’ – [baku] ‘standard’
A near minimal pair that may establish that /ʔ/ and /ɡ/ are different is:
(58)
/ʔ/ : /ɡ/
50
[baʔu] ‘smell’ – [baɡus] ‘good’
3.1.1.2 Bilabials
There are three bilabials in BM, the voiceless plosive/p/, voiced plosive /b/, and the nasal /m/.
The following provides the environments in which they are found. The items in grey are words
of Hokkien origin. Note that Hokkien is an isolating language (Wright 1983), meaning that while
it lacks inflectional morphology, it has many compound words comprising more than one
syllable (See Bodman 1955 and 1958 for examples). Hokkien compound words are however
taken directly into BM, and BM speakers who mostly do not speak Hokkien, are unable to
identify the original individual components that make up these compound words. These words
are often incorporated into BM as whole, monomorphemic items that cannot be further broken
down, abiding by the phonotactics of BM words (see section 3.2 for discussion on phonotactics).
p
b
m
Initial position
Medial position
Final position
[pokoʔ] ‘tree’
[kəpeʔ]
[tʃukop] ‘enough’
[peʔpeʔ] ‘father’s elder
brother’
[peʔ.peʔ]31‘father’s elder
brother’
[tʃap]
[bawaŋ] ‘onion’
[tʃobeʔ]
‘long-jawed’
[dʒawab] ‘answer’
[bapaʔ] ‘father’
[awban]
‘selfish’
[tʃanab] ‘decorative altar
stand’
[masaʔ] ‘cook’
[ɡəmoʔ]
‘fat’
[malam] ‘night’
[mja]
[chut.mja] ‘famous’
‘life’
‘pinch’
‘ten’
[ɡeʔsim] ‘unhappy’
Table 8: Bilabial consonants by position
31
Examples such as [ʔ.p] in [peʔ.peʔ] and [t.m] in [chut.mja] should not be regarded as true consonant clusters, as
the consonants that appear adjacent to each other belong to separate syllables.
51
While the consonant [f] is noted to occur in [maʔaf] ‘forgiveness’, which is of Arabic origin, it
only occurs in this one word, and may be an instance of code-switching, since the expression
[ampun] is more commonly used to denote ‘forgiveness’ in BM.
The following are acoustic representations of these bilabials. The purpose of acoustic analysis is
two-fold. In addition to being more precise than a purely auditory analysis, an acoustic analysis
can form the basis of comparison in the future if changes occur to particular phonemes. All
waveforms and spectrograms are generated using computer software Praat version 5.3.59
(Boersma and Weenink 2013). All recordings in this section are made with using a Zoom H4
recorder paired with either a Shure WH30XLR cardioid headset microphone or a Countryman
E6 XLR omnidirectional earpiece microphone. For the purpose of making the characteristics of
these phones comparable, speech from the same speaker is utilized. The words used in these
instances are derived from naturally occurring forms in narratives including story-telling and
conversational data. While phoneticians have been, and still are debating over whether it is
preferable to use word-list data or naturally occurring data, this grammar maintains that it is
important to understand language as a natural occurrence. Hence word-list data is not used.
Although naturally occurring forms are used, it is possible to choose tokens whose acoustic
characteristics of the phones in question can appear distinctly. For example, it may be more
useful to look at plosives in the word initial position, so that the waveform captures information
such as whether there is aspiration or not, whereas a nasal’s own formants show up better on the
spectrogram when the nasal is between vowels. Tokens in stressed positions are also preferred,
so that acoustic information on in the waveforms and spectrograms appear clearer. In general,
BM is syllable-timed instead of stress-timed (see section 3.6), and thus in most instances,
syllables may receive equal stress in a multi-syllabic word. In addition, it must be noted that
these words are extracted from language documentation data that are recorded in natural
environments, and there may be some background noise in some of the clips. The formant
settings used for this section are – Maximum formant: 5000Hz, number of formants: 5, window
length: 5 milliseconds, dynamic range: 40dB, dot size of 2.0mm. To facilitate comparison, all
waveforms and spectrograms presented are normalized to 0.5 seconds in length. Formant dots
are only used on spectrograms to illustrate nasal formants.
52
Figure 1: Waveform and spectrogram of /p/ in [panas] ‘hot’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:02:26.7-00:02:27.2)
Notice from the waveform that /p/ in BM has very little aspiration and the vowel begins quickly
after a complete closure. The plosive is also voiceless as indicated by the lack of a voice bar in
the corresponding area on the spectrogram. The locus of F2 and F3 (second and third formants)
in the following vowel are also relatively low, as characteristic of preceding bilabials (Ladefoged
and Johnson 2011).
Figure 2: Waveform and spectrogram of /b/ in [bakol] ‘basket’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:00:54.4-00:00:54.9)
53
The corresponding voiced bilabial plosive of /p/ is /b/, the main difference being that there is no
aspiration at all in this instance. Voicing is present during the closure period and there is a
negative voice onset time. As expected, the locus of both F2 and F3 in the following vowel are
also relatively low for this bilabial.
Figure 3: Waveform and spectrogram of /m/ in [sama] ‘same, and, with’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:01:43.0-00:01:43.3)
As characteristic for /m/ there is energy at the base at about 240Hz (hertz), at about 1000Hz, and
at about 2300Hz. Again, the locus of F1 and F2 are relatively low for /m/ as expected, since it as
a bilabial.
3.1.1.3 Alveolars
The alveolars found in BM are the voiceless plosive /t/, the voiced plosive /d/, voiceless fricative
/s/, nasal /n/, lateral /l/ and flap /ɾ/. The following are environments in which they can be found.
54
t
d
s
n
l
ɾ
Initial position
Medial position
Final position
[taw]
‘know’
[ɾəti]
[lipat]
[tu]
‘cupboard’
[kam.tioʔ] ‘develop an illness’
‘understand’
‘fold’
[tʃwe.it] ‘first day of
the lunar
month’
[da.own] ‘leaves’
[bodoh]
‘stupid’
[djam]
‘quiet’
[djam.djam] ‘quietly’
[sədap]
‘delicious’
[kasi]
‘give, let, cause, PASS’
[sehjit]
‘birthday’
[tʃut.si]
‘birth’
[naŋis]
‘cry’
[mənaŋ]
‘win’
[ta.own]
‘year’
[njo]
‘mother-inlaw’
[anchəŋ]
‘blessing of the marital
bed’
[tʃin]
‘close to
one
another’
[lipat]
‘fold’
[kalu]
‘if’
[dəɡil]
‘stubborn’
[lotʃeŋ]
‘bell’
[haw.lam]
‘male mourner’
[ɾəti]
‘understand’
[buɾoʔ]
‘ugly’
[kasaɾ]
‘coarse’
Table 9: Alveolar consonants by position
The following are waveforms and spectrograms of BM alveolars.
55
[ləkas]
‘quick’
Figure 4: Waveform and spectrogram of /t/ in [tareʔ] ‘pull’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:01:54.7-00:01:55.2)
There is slight aspiration after the closure made for /t/ in the above instance, and minimal
voicing. The locus of F2 is about 1700Hz, which characterizes alveolars (Ladefoged and Johnson
2011).
Figure 5: Waveform and spectrogram of /d/ in [dataŋ] ‘come’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:02:14.5-00:02:15.0)
In this position, /t/ and /d/ do not look very different. Yet as compared to /t/, no aspiration is
involved at all when producing /d/, and there a voice bar appears clearly in the spectrogram.
56
Figure 6: Waveform and spectrogram of /s/ in [sama] ‘same, and, with’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:01:43.0-00:01:43.3)
The /s/ fricative has a lot of energy in the spectrogram above 5200 Hz until 10,000 Hz or so. The
fact that there is energy concentrated in the higher range (just under 10,000Hz) may indicate that
/s/ is more fronted than typical alveolar sibilants. Frication noise can also be seen in the
waveform. This range for the alveolar sibilant can be contrasted with the range expected for the
palatoalveolar sibilant, which does not show energy above 7000Hz (Evers et al. 1998: 348).
Figure 7: Waveform and spectrogram of /n/ in [mana] ‘where, which’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:01:26.3-00:01:26.8)
57
As with nasals at the initial position, faint formants can be seen, and there is energy at about
250Hz, 1300Hz and 2400Hz in this case. Formants are weak at the nasal murmur portion, nasal
murmur comprising extra resonances that arise due to the nasal passage being used in addition to
the oral tract. The nasal formant occurs weakly at about 300Hz.
Figure 8: Waveform and spectrogram of /l/ in [labilabi] ‘tortoise’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:00:15.6-00:00:16.1)
When in an initial position, clear /l/ has a second formant at about 1400Hz.
Figure 9: Waveform and spectrogram of /l/ in [bakol]
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:00:54.4-00:00:55.0)
58
There is no dark l in final position. Instead, /l/ appears to be vocalized where it occurs.
Figure 10: Waveform and spectrogram of /ɾ/ in [ɡaɾaŋ] ‘fierce’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:02:06.4-00:02:07.0)
There is very little rhoticity or r-coloring to /ɾ/, with the relatively high third formant value of
about 1600Hz (Ladefoged 2003).
3.1.1.4 Post-alveolars
The three post-alveolar affricates in the language are voiceless affricate /tʃ/, voiced affricate /dʒ/,
and nasal /ɲ/.
59
tʃ
Initial position
Medial position
[tʃam.por] ‘mix’
[bun.tʃit]
‘distended stomach’
[lap.tʃaj]
‘wedding gift
exchange ceremony’
[badʒu]
‘clothes’
[tʃaj.ki]
dʒ
ɲ
‘banner’
[dʒum.pa] ‘meet’
[dʒi]
‘two’
[peʔ.dʒi]
‘eight characters for
Chinese horoscope’
[ɲoɲa]
‘Peranakan
lady’
[ɲoɲa]
‘Peranakan
lady’
Final position
Table 10: Post-alveolar consonants by position
Figure 11: Waveform and spectrogram of /tʃ/ in [tʃəɾita] ‘story’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:00:18.3-00:00:19.2)
In the waveform above, there is clear frication that occurs after the closure with the
production of affricate /tʃ/.
60
Figure 12: Waveform and spectrogram of /dʒ/ in [dʒaɡa] ‘guard, take care’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:04:06.3-00:04:06.6)
There is some prevoicing in the instance of /dʒ/, and there is clear frication in the waveform,
albeit lesser than involved in the production of /tʃ/.
In addition to affricates, there is also nasal /ɲ/ at the post-alveolar place of articulation.
Figure 13: Waveform and spectrogram of /ɲ/ in [maɲaʔ] ‘many’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-052, 00:19:41.5-00:19:42.4)
As is common with nasals universally, some formants can be seen between vowels for /ɲ/ in BM.
Energy is concentrated at around 200Hz, 900Hz and about 2400Hz.
61
3.1.1.5 Velars
The velars in BM are voiceless plosive /k/, voiced plosive /ɡ/, and nasal /ŋ/.
Initial position
k
ɡ
[kalu]
‘if’
[ləkas]
‘quick’
[ko]
‘paternal aunt’
[laŋ.kéʔ]
‘guest’
[paɡi]
‘morning’
[ɡəmoʔ] ‘fat’
[ɡwa]
ŋ
Medial position
‘1.SG’
Final position
[lun.ɡweʔ] ‘Chinese intercalary
month’
[ŋ̩antoʔ] ‘sleepy’
[naŋis]
‘cry’
[bisiŋ]
‘noisy’
[ŋe.ŋe] ‘obstinate’
[laŋ.kéʔ]
‘guest’
[lotʃeŋ]
‘bell’
Table 11: Velar consonants by position
The following are acoustic representations of these velars.
Figure 14: Waveform and spectrogram of /k/ in [kaki] ‘leg’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:02:06.4-00:02:07.0)
62
There is minimal aspiration following closure as observed from both initial and medial /k/ on the
waveform. The velar pinch is more obvious with the intervocalic /k/. The velar pinch is where F2
and F3 appear to converge on the spectrogram.
Figure 15: Waveform and spectrogram of /ɡ/ in [ɡaɾaŋ] ‘fierce’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:02:06.4-00:02:07.0)
It is interesting to note that /k/ and /ɡ/ do not look acoustically very different, except for slightly
more voicing associated with /ɡ/. Similar to /k/, there also appears to be some aspiration where
/ɡ/ is concerned. The same spectrogram also demonstrates the acoustic characteristics of /ŋ/
Figure 16: Waveform and spectrogram of [ŋ] in [ɡaɾaŋ] ‘fierce’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:05:07.8-00:05:08.1)
63
Weak formants, which are characteristic of nasals, can be seen in the region of /ŋ/. The velar
pinch at 1200Hz shows that this is a velar nasal, and not an alveolar nasal.
3.1.1.6 Glottals
There are two glottals in BM, these being the voiceless plosive /ʔ/32, and the voiceless fricative
/h/.
Initial position
ʔ
h
[habis]
‘finish’
[hwan.tjoʔ] ‘meet
ill spiritual
forces’
Medial position
Final position
[a.ʔus]
‘thirsty’
[kəpeʔ]
[ɡeʔ.sim]
‘unhappy’
[sin.keʔ] ‘newcomer’
[dahi]
‘forehead’
[mən.tah] ‘raw’
[lihaj]
‘cunning’
‘pinch’
Table 12: Glottal consonants by position
The following are acoustic representations of these glottals.
32
It is worth noting that words with final consonants such as glottal stops, have been derived from both Malay and
Hokkien. For example, [ɡəmoʔ] ‘fat’ is derived from Malay, while [peʔpeʔ] is derived from Hokkien.
64
Figure 17: Waveform and spectrogram of /h/ in [habis] ‘finish’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:03:41.7-00:03:42.4)
Even though there is very little striation in the spectrogram due to its voiceless quality, glottal
frication can be observed in the spectrogram with [h].
Figure 18: Waveform and spectrogram of /ʔ/ in [budaʔ] ‘child’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:05:54.1-00:005:54.6)
65
While the glottal plosive shows up more clearly between vowels, it is rare to find one in this
position in BM. A word-final glottal stop is therefore used, and glottal frication shows up at the
position of plosive /ʔ/.
3.1.1.7 Glides
There are two glides, the labiovelar approximant /w/ and the palatal approximant /j/.
Initial position
w
j
Medial position
Final position
[waŋi]
‘fragrant’
[bawaŋ]
‘onion’
[taw]
[wilɔ]
‘Lunar New
year reunion
dinner’
[kawin]
‘marry’
[hoɾ.paw] ‘purse’
[jang]
‘REL’
[səmajaŋ] ‘pray’
[pandaj]
[jen.tʃi]
‘rouge’
[tʃaj.jen]
[jau.gwaj] ‘demon’
‘jelly’
Table 13: Glides by position
These glides are represented acoustically in the following.
Figure 19: Waveform and spectrogram of /w/ in [wajaŋ] ‘play (performance)’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-107, 00:11:22.4-00:11:23.0)
66
‘know
‘clever’
The labiovelar approximant /w/ appears to have formants but no steady state. There is a gradual
dip in its F2, but it does not descend below 700Hz and based on that, it can be concluded that the
lips were not very rounded (Ladefoged 2003). The acoustic characteristics of /j/ can observed on
the same spectrogram. This is replicated below for the convenience of readers.
Figure 20: Waveform and spectrogram of /j/ in [wajaŋ] ‘play (performance)’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-107, 00:11:22.4-00:11:23.0)
Using the same word as above, [wajaŋ], the palatal approximant [j] in this instance also shows
vowel-like qualities except that it has no steady state. The tongue is at its highest front position at
about 2100Hz, and is retracted and lowered as F2 falls.
3.1.2 Vowels
The 8 phonetic vowels are represented in the vowel chart below:
67
front
central
back
non-rounded
non-rounded
rounded
close
i
close-mid
e
open-mid
ɛ
open
u
ə
o
ɔ
a
Table 14: Vowel chart of Singapore Baba Malay
Out of these vowels, /ɛ/ and /a/ are contrasting phonemes, and /a/ becomes [ɛ] before /l/, /ɾ/ and
/s/ (see section 3.3.5). Both do also form minimal pairs (see section 3.1.2.1).
3.1.2.1 Minimal pairs of vowels
The minimal pairs for the following vowel phonemes of the language are as follows:
(59)
/i/ : /e/
[tapi] ‘but’ : ‘[tape] ‘fermented rice dessert’
(60)
/i/ : /ə/
[siɾam] ‘flush’ : [səɾam] ‘frightening’
(61)
/i/ : /u/
[abi] ‘then, but’ : [abu] ‘ash’
68
(62)
/u/ : /ə/
[kunaŋ] ‘under the influence of black magic’ : [kənaŋ] ‘reminisce’
(63)
/u/ : /o/
[ku] ‘maternal uncle’ : [ko] ‘paternal aunt’
(64)
/o/ : /ə/
[kopeʔ] ‘peel’ : [kəpeʔ] ‘pinch’
(65)
/o/ : /a/
[ikot] ‘follow’ : [ikat] ‘tie’
(66)
/o/ : /ɔ/
[toʔ] ‘table’ : [tɔʔ] ‘poisonous, evil’
(67)
/ɔ/ : /ə/
[ɔŋ] ‘prosperous’ : [əŋ] ‘honorific prefix for familial relations’
(68)
/ɔ/ : /a/
[ɡantɔŋ] ‘hang’ : [ɡantaŋ] ‘a cylindrical measure of one gallon of rice’
(69)
/a/ : /ɛ/
[kena] ‘PASS’ : [kenɛ] ‘know (refined)’
(70)
/a/ : /ə/
[basi] ‘stale’ : [bəsi] ‘iron’
(71)
/a/ : /e/
[tʃobaʔ] ‘taste’ : [tʃobeʔ] ‘long-jawed’
(72)
/e/ : /ə/
[bedeʔ] ‘tell a lie’ : [bədeʔ] ‘pummel’
69
3.1.2.2 Monophthongs
Acoustic measurements are made of the vowels of the same proficient speaker whose consonants
were acoustically represented in 3.1.1. Again, the data comes from naturally occurring forms in
narratives including story-telling and conversational data, and tokens are chosen if their relevant
acoustic characteristics appear distinctly. 10 tokens are measured for each vowel, and the
resultant vowel plot in F1-F2 space is presented at the end of this section. It has been proposed
that that vowel formants are acoustic correlates of vowel features, and are more representative of
vowels rather than their articulatory properties. This is due to idiosyncratic differences in vowel
articulation as well as inconsistencies between patterns of linguistic vowel height and frontness
and measured tongue height and frontness during vowel production (Johnson 2012, Johnson et
al. 1993, Ladefoged et al. 1972).
Formant values are read manually at the midpoint of the steady state of the vowel, as shown in
figure 21. The settings used for this analysis of this speaker are– Maximum formant: 5000Hz,
number of formants: 5, window length: 5 milliseconds, dynamic range: 40dB, dot size of 2.0mm.
F1 and F2 values are derived for all vowels. F1 corresponds approximately to vowel height while
F2 corresponds roughly to vowel frontness. The higher F1 is, the lower the vowel, the higher F2
is, the more front the vowel. F3 is primarily used for differentiating between vowels that are only
distinguishable by lip-rounding (Ladefoged 2003), for example, the difference between [i] and
[y]. There are neither front rounded vowels nor back unrounded vowels in BM, hence it is not
necessary to measure F3. Analysis is carried out in Praat (Boersma and Weenink 2013). Again,
where possible, the same speaker’s vowels are presented. Tokens are not arbitrarily selected.
Rather vowels are selected with the following preferred characteristics: Vowels in stressed
positions are preferred, since it is difficult to read the formants of an unstressed vowel off a
spectrogram. For the same reason, creaky voice data is discarded. In addition, it is preferable to
use vowels that are not surrounded by consonants, as the formant frequencies of vowels can be
affected by consonants in their immediate environment. This ensures that the measurements
derived are purely that of the vowel, and not that of a consonant’s effect on a vowel. In addition,
if there are preceding or following consonant, /h/ initial and glottal stop finals are preferred since
70
these do not affect formant values as much as other consonants. For example, laterals lower the
following formant values. However, due to the fact that many tokens are preceded by labials,
these can be used consistently for different vowel measurements. Tokens outside of these
environments are used only where there are not enough tokens to constitute the 10 required for
each vowel. In addition, it is necessary to remember that these clips are taken from language
documentation data. This inevitably means that there is some noise in the clips, but nothing that
should obscure the vowel being analysed. The following figure demonstrates how the formants
are measured for individual tokens.
Figure 21: Waveform and spectrogram of /i/ in [abi] ‘then’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-30, 00:03:12.4-00:03:13.0)
In the spectrogram generated by Praat, the dots correspond to where the darkest horizontal
stripes are. These dark horizontal stripes represent areas of energy, and also the formants that are
to be measured. F1 is indicated by the lowest stripe, and F2 by the one above it. The arrow
indicates where the vowel /i/’s formants is measured, at the midpoint of the vowel’s steady state.
The measurements along the left axis of the spectrogram shows that the value of /i/’s F2 is
2647Hz (F1 whose value is not seen here is 282Hz). The relatively low F1 value and the
relatively high F2 value show that /i/ is a high front vowel.
71
The following table shows the different F1 and F2 values generated for the different vowels.
Where relevant, the preceding context across the word boundary is provided, since this
potentially influences the formant values. This is important especially when spontaneous speech
is being analysed. Individual spectrograms are not provided since formant values may vary
widely between speakers and tokens.
No.
Vowel
Word(s)
Environment
1 i
labilabi
b_
286
2145
2 i
labilabi
b_
267
2165
3 i
habi
b_
286
2242
4 i
tapi
p_
286
2203
5 i
labilabi
b_
267
2300
6 i
labilabi
b_
267
2397
7 i
habi
b_
305
2591
8 i
təpi
p_
267
2203
9 i
babi
b_
286
2242
10 i
abi ilaŋ
i#_
267
2397
11 e
beloʔ
b_
402
2010
12 e
pile
l_
441
2203
13 e
pəteʔ
t_ʔ
402
2107
14 e
taɾeʔ
ɾ_ʔ
402
2029
15 e
tʃaɾeʔ
ɾ_ʔ
421
2107
16 e
teŋoʔ
t_ŋ
383
2010
72
F1
F2
17 e
habes
b_s
383
2145
18 e
sampe
p_
421
2436
19 e
habes
b_s
344
2262
20 e
beloʔ
b_
402
2010
21 ɛ
laŋɛ
ŋ_
538
2107
22 ɛ
laŋɛ
ŋ_
538
2087
23 ɛ
kəɾɛ
ɾ_
615
2242
24 ɛ
sɛ
s_
538
2149
25 ɛ
bəɾɡətɛ
t_
538
2203
26 ɛ
kəɾdʒɛ
dʒ_
557
2184
27 ɛ
dəŋɛ
ŋ_
576
2107
28 ɛ
hospitɛ
t_
596
1971
29 ɛ
hospitɛ
t_
615
2087
30 ɛ
gambɛ
b_
596
1855
31 ə
pəteʔ
p_
383
1448
32 ə
pəteʔ
p_
441
1526
33 ə
təɾlaŋɛ
t_ɾ
480
1545
34 ə
təɾlaŋɛ
t_ɾ
460
1545
35 ə
məntah
m_n
499
1506
36 ə
təɾkəleʔkəleʔ t_ɾ
441
1603
37 ə
təɾkəleʔkəleʔ k_
480
1546
38 ə
təɾkəleʔkəleʔ k_
383
1564
39 ə
təpi
421
1564
t_
73
40 ə
kəna
k_
480
1661
41 a
mata
m_
789
1255
42 a
maɾi
m_
770
1545
43 a
masoʔ
m_
789
1448
44 a
mja apa
a#_
770
1506
45 a
apa
p_
634
1255
46 a
babi
b_
809
1390
47 a
taw apa
w#_
731
1216
48 a
apa
p_
751
1235
49 a
sudah apa
h#_
673
1351
50 a
apa
p_
770
1371
51 u
kəbun
b_n
267
809
52 u
kəbun
b_n
247
906
53 u
budaʔ
b_
286
903
54 u
mulot
m_
247
925
55 u
mulot
m_
286
906
56 u
bukit
b_
247
925
57 u
budaʔ
b_
286
925
58 u
budaʔ
b_
286
867
59 u
budaʔ
b_
247
867
60 u
bulan
b_
305
886
61 o
pokoʔ
p_
408
698
62 o
mo
m_
383
777
74
63 o
mo
m_
363
777
64 o
mo
m_
344
750
65 o
lotʃeŋ
l_
354
830
66 o
dʒatoh
t_h
407
803
67 o
toloŋ
t_
407
1015
68 o
mo
m_
354
750
69 o
mo
m_
354
803
70 o
katʃo
tʃ_
381
1094
71 ɔ
ala ɔɾaŋ
a_
468
964
72 ɔ
lambɔŋ
b_ŋ
538
698
73 ɔ
teŋɔʔ
ŋ_ʔ
539
936
74 ɔ
lambɔŋ
b_ŋ
518
645
75 ɔ
taɾɔʔ
ɾ_ʔ
513
1041
76 ɔ
lɔmpat
l_m
518
1068
77 ɔ
tɔŋkat
t_ŋ
538
990
78 ɔ
teŋɔʔ
ŋ_ʔ
576
1068
79 ɔ
tɔŋ
t_ŋ
513
989
80 ɔ
bəɡi ɔɾaŋ
i#_
500
1068
Table 15: Vowels and formant values for a proficient speaker of Singapore Baba Malay
That [ɔ] exists in words derived from Malay is worthy of mention. This contrasts with
Pakir’s (1986:56) observations that [ɔ] exists only in loanwords. It is also important to note
that there are [ɔ] vowels that are undergoing change, so a word such as [ɔɾaŋ] ‘person’ may
be pronounced as [oɾaŋ] by others (see section 3.7 for more information regarding change in
the vowel space).
75
The F1 and F2 values derived are presented in figure 22, which is a vowel plot with F1
values on the Y-axis and F2 values on the X axis.
Frequency of F2 in Hertz
3000
2500
2000
1500
1000
500
0
0
100
200
400
500
600
Frequency of F1 in Hertz
300
700
800
900
i
e
ɛ
ə
a
u
o
ɔ
Figure 22: Vowel space of a Singapore Baba Malay speaker
The speaker whose vowels are represented in figure 22 is a proficient speaker, relatively
conservative (See section 3.7), and the above chart is a good representation of the general
vowel space in BM. While the above is an individual’s vowel chart, and may involve some
level of idiosyncrasy, the vowel spaces of six speakers are contrasted in section 3.7.
3.1.2.3 Diphthongs
Diphthongs here refer from sequences of vowel and glide that occur within the same syllable, as
compared to sequences of vocoids that occur broken across two separate syllables (see section
3.1.2.4). These have their own special category, as they can be distinguished from other
consonant clusters that exist as a result of metathesis and fast speech (see section 3.2). This is in
76
fact similar to the treatment of diphthongs in Austronesian, where diphthongs are viewed to be
combinations of vowel and semivowel (Dempwolff 1934-1938, Blust 1998), and such a
treatment extends to many other languages. Diphthongs in BM can be divided into two types,
those that only exist in words derived from Hokkien, and those that exist in words of Malay and
Hokkien origins, among others. Words that are derived from Hokkien are marked with (H) in the
following list. Note that these words may have been phonologically adapted into BM (see
sections 3.3 and 3.3) and sound different from their original H counterparts.
(73)
[aj]
Examples: [bə.kə.laj] ‘quarrel’, [tʃaj.təŋ] ‘nunnery that serves vegetarian food (H)’
(74)
[aw]
Examples: [taw] ‘know’, [ɔːpaw] ‘purse (H)’
(75)
[oj]
Examples: [amboj] ‘exclamation of surprise’, [bojʔ] ‘socks (H)’
(76)
[ow]
Examples: [da.own] ‘leaves’, [bow] ‘NEG (H)’
3.1.2.4 Vowel sequences across syllables
The [a.o] vowel sequence occurs broken across two different syllables. These cannot be analyzed
as diphthongs comprising vowel and glide, since each syllable should have its own nucleus, and
each vowel in one of these vowel sequences form the nucleus of the different syllables. Note that
there is no glottal stop in between [a] and [o] in these instances.
(77)
[ao]
Examples: [da.own] ‘leaves’, [ta.own] ‘years’, [ɡa.o] ‘mix’
77
3.2
Phonotactics
The BM syllable structure is (C)(C)V(C)(C) with some restrictions. Onsets and codas are
optional. Thus, syllables are of the type V, CV, CCV, VC, CVC, CCVC, and CVCC. However,
no examples are found with VCC and CCVCC. The consonant clusters that occur within the
same syllable have a glide as one of the consonants in the cluster. This is demonstrated by
examples such as the CCV syllable [mwi] in [mwi.laŋ] ‘matchmaker, the CCVC syllable [bwaŋ]
‘throw’, and the CVCC syllable [bajʔ] ‘good’. Other consonant clusters within the same syllable
occur as a product of local metathesis or fast speech. For example, [kɾ] in [kɾə.dʒar] ‘work’, [ɡɾ]
in [ɡɾə.taʔ] ‘threat’, and [tɾ] in [tɾə.baŋ] ‘fly’ are derived from [kəɾ.dʒar]33, [ɡəɾ.taʔ], and [təɾ.baŋ]
respectively. An example of a consonant cluster in fast speech occurs when [ə] is reduced, as in
[bla.tʃu] for [bə.la.tʃu] ‘unbleached cotton outfit used for mourning’. In all these instances of
underlying consonant clusters in a single syllable, at least one of the consonants is a glide [j, w]
or a liquid [l, ɾ]. In general, the glottal stop [ʔ] cannot occur in the onset of the first syllable,
while affricates [tʃ] and [dʒ] cannot occur in the coda. The following are permutations found in
BM, as well as the restrictions found on each permutation. Syllable boundaries are marked with
‘.’ Words of Hokkien origin are followed by (H).
(78)
V
Examples: [a.deʔ] ‘sibling’, [o.pan] ‘freckles (H)’
All vowels can occur as the obligatory, individually-occurring nucleus that comprises the entire
syllable.
(79)
CV
Examples: [da.pat] ‘receive’, [kweh.ji] ‘glutinous rice balls (H)’
There are no restrictions on V in this sort of syllable, and the only restriction on C is that it
cannot be a glottal stop. Glottal stops are only allowed in the onset of the second syllable, such as
33
Note that whereas the BM versions of work are [kər. ʒar], [krə.ʒar] (coarse), and [krə.ʒɛ], the Malay version is
[ker.ja].
78
in [ba.ʔu] ‘smell’ and in the word [pe.ʔe] ‘good character’, which is borrowed from Arabic,
[fi.ʔil].
(80)
CCV
Examples: [tɾə.baŋ] ‘fly (after metathesis), [mwi.lang] ‘matchmaker (H)’
There are no restrictions on V, whereas the restriction for all consonant clusters is that one of the
consonants must be a glide, or a liquid in the case of metathesis or fast speech. In the case of
CCV, the second consonant has to be a glide or a liquid. The glottal stop should also not occur in
the onset of the first syllable.
(81)
VC
Examples: [aŋ.kat] ‘lift, hold, pick up, carry’, [aw.ban] ‘selfish (H)’
Both glides and full consonants, except for affricates, can occur in the C position in VC. Note
that it is more common for [ŋ] to follow a vowel as a coda than to precede it as an onset.
(82)
CVC
Example: [ti.mun] ‘cucumber’, [joʔ.hun] ‘Chinese medicinal powder (H)’
The glottal stop is not permitted in the onset of the first syllable, while affricates are not
permitted in the coda. An example of a glottal stop occurring in the second syllable is the word
[a.ʔus] ‘thirsty’.
(83)
CCVC
Example: [pə.rjoʔ]34 ‘cooking pot’, [hwat] ‘expand (H)’
Again, the glottal stop is not permitted in the onset of the first syllable, while affricates are not
permitted in the coda. The second consonant in the CCVC consonant cluster has to be a glide.
34
Not [peɾ.joʔ]
79
(84)
CVCC
Examples: [bajʔ] ‘good’35, [bojʔ] ‘socks (H)’
In CVCC syllables, the penultimate consonant must be a glide. Similarly, the glottal stop is not
permitted in the onset of the first syllable, while affricates are not permitted in the coda.
Words are usually between one to three syllables in length, with two syllable words being the
most common in the corpus used. All possible syllabic permutations are found in words of Malay
origin, as well as words of Hokkien origin. Words borrowed from other languages into BM also
follow the above phonotactic constraints. For example, Dutch [lamp] for ‘lamp’ is borrowed into
BM as [lampu] as there are no consonant cluster codas in BM that do not comprise a glide or a
liquid, and the Portuguese word [padri] is borrowed into the language as [padəɾi] ‘priest’, as
consonant clusters with liquids are not common, unless as a product of metathesis or fast speech.
3.2.1 Resyllabification and reduplication
Other processes that concern syllable shape are resyllabification and reduplication.
Resyllabification also occurs with the use of suffixes. For example, when nominalizer /-an/ is
attached to /ma.ɲak/ ‘many’ to derive a noun out of an adjective, the new word is /ma.ɲa.kan/,
and /k/ is no longer the coda of the penultimate syllable but it is the onset of the ultimate syllable.
This is not a very productive process because the use of nominalizer /-an/ is optional, and so is
the use of most affixes except for the transitive suffix /-kan/ (see section 4.2.1.1), which has no
effects on resyllabification since it has its own onset. Reduplication is also not always productive
in BM. Words that appear reduplicated may not be recognised as being composed of a shorter
component that has meaning by itself, that is repeated in the reduplicated form by speakers, as
with the following list of words.
35
Originally from Dutch, borrowed into Malay.
80
(85)
labi-labi ‘turtle’
(86)
kupu-kupu ‘butterfly’
(87)
kuɾa-kuɾa ‘tortoise’
(88)
antiŋ-antiŋ ‘earrings’
(89)
ɡədəbaʔ-ɡədəbuʔ ‘onomatopoeia: thudding of the heart’
(90)
ɡədəbaŋ-ɡədəboŋ ‘onomatopoeia: loud noises’
(91)
embɛ-embɛ ‘half-cooked’
In the above examples, none of the supposed individual (unreduplicated) “components” are
meaningful to BM speakers. Labi in (85) labi-labi ‘turtle’ does not mean a singular turtle,
assuming that reduplication functions as a plural marker as with many other varieties of Malay,
such as with Manado Malay, Ambon Malay, Kupang Malay (Paauw 2009), Bahasa Melayu, and
Bahasa Indonesia, to name a few. In fact, on its own, labi does not appear to be accepted as a
word. In varieties such as Bahasa Melayu and Bahasa Indonesia, kupu means ‘equal in social or
familial position’, but is in no way related to (86) kupukupu ‘butterfly’. Similarly kuɾa means
‘spleen’ in Bahasa Melayu and Bahasa Indonesia, but this is unrelated to (87) kuɾakuɾa ‘tortoise’.
The word antiŋ means ‘weight on a scale’ in the same language, and the word for earrings (88)
antiŋ-antiŋ may have come from the fact that the long earrings worn might have looked like the
weights on traditional balancing scales, but the word antiŋ does not exist in BM and any such
historical connection there may be is unknown to speakers. Where (89) is concerned, the
components ɡədəbaʔ and ɡədəbuʔ have no meaning on their own in BM. In related varieties such
as Bahasa Melayu and Bahasa Indonesia, ɡədəbuʔ is the onomatopoeic sound for stamping and
pounding. These seemingly reduplicated words in examples (85) to (89) appear to have been
directly derived from other Malay varieties, in which these words exist. More discussion on
which variety of Malay may have constituted the lexicon of BM ensues in Chapter 7.
There are also instances of these “reduplications” in BM that have not been derived directly from
any source. In (90), ɡədəbaŋ and ɡədəboŋ have no individual meanings in BM, but ɡədəbam is
the onomatopoeic sound made by falling things in Bahasa Indonesia. BM speakers might have
analogized and innovated ɡədəbaŋ-ɡədəboŋ as an onomatopoeia for loud noises themselves,
81
following the template for ɡədəbaʔ-ɡədəbuʔ, in which the first component ends with an open low
vowel followed by a velar, and the second component ends with a rounded, back and high vowel
also followed by a velar. In other cases such as (91), neither component nor “reduplicated” word
is known to exist in any other associated variety of Malay, and embɛ-embɛ ‘half-cooked’ appears
to be unique to BM (embɛ on its own does not exist as a word).
In other instances, words are reduplicated meaningfully, some more productively than others:
(92)
peʔ-peʔ ‘father’s elder brother’ / dʒi peʔ ‘father’s second eldest brother’
(93)
kim-kim ‘mother’s brother’ wife / tua kim ‘mother’s eldest brother’s wife
(94)
adeʔ bəradeʔ ‘siblings’ / adeʔ ‘sibling’
(95)
rumah rumah ‘houses’/ rumah ‘house’
(96)
pəlan pəlan ‘slowly’ / pəlan ‘slow’
(97)
ləkas ləkas ‘quickly’ / ləkas ‘quick’
(98)
tauwɛ tauwɛ ‘somewhat tasteless’ / tauwɛ ‘tasteless’
(99)
asien asin ‘somewhat salty’ / asin ‘salty’
(100) dʒalan dʒalan ‘to take a walk’ / jalan ‘walk’
(101) matʃam matʃam ‘like this and that’/ matʃam ‘seems, like, like this’
There are five patterns of reduplication observed in the data above. (93) and (94) are examples of
kinship terms in BM that have been derived from Hokkien. The individual components on their
own have the same meanings as the reduplicated components, for example, peʔ also means
‘father’s elder brother’, same as peʔ-peʔ, but these stems are never used on their own in BM.
Rather, they are combined with Hokkien numerals to indicate the position of this relative in
relation to oneself, thus dʒi peʔ would mean ‘father’s second eldest brother’, dʒi meaning ‘two’
(see Appendix A: Kinship terms).
Whereas reduplication for plurals is common in other varieties of Malay such as Bahasa Melayu
and Bahasa Indonesia, reduplication for plurals is not common in BM. Plurals in BM are usually
indicated by adding the word maɲak before the noun. Reduplicated plurals found in the corpus
include (94) adeʔ bəradeʔ ‘siblings’, reduplicated from adeʔ ‘sibling’ and, and rumah-rumah
‘houses’, reduplicated from (95) rumah ‘house’.
82
Examples (96) to (101) are more productive and typical in BM. Adjectives can be reduplicated to
become adverbs, as with example (96), where pəlan is ‘slow’ and pəlan pəlan ‘slowly’, and
example (97), where ləkas is ‘quick’ and ləkas ləkas means ‘quickly’. Adjectives can also be
reduplicated to express tentativeness or moderateness, as with (98) and (99), where tauwɛ means
‘tasteless’ and tauwɛ tauwɛ can mean ‘somewhat tasteless’, and asin means ‘salty’ whereas asien
asin can mean ‘somewhat salty’. Similarly, tentative can be expressed by reduplicating other
word classes. On its own, dʒalan would mean ‘walk’ but (100) dʒalan dʒalan means ‘to take a
walk’ or to stroll with no general goal or purpose (see section 5.2.5.7), and matʃam means
‘seems, like, like this’ whereas (101) matʃam matʃam indicates ‘like this and that’, and nothing in
general.
Phonologically, some of these reduplications appear to be interesting, for example, adeʔ bəradeʔ
‘siblings’ and ‘asien asin’ but none of these patterns are productive in BM. Monosyllabic,
bisyllabic and trisyllabic roots can all be reduplicated, with the monosyllabic forms being
derived entirely from Hokkien.
3.3
Phonological rules
The following are phonological rules in BM, some of them being optional. It is important to
note that these rules generate surface forms from underlying BM forms, and to not assume that
the underlying forms will coincide with equivalent Malay words. BM is not a daughter or sister
language of Malay (in the historical sense), but a contact language (see section 7.2). More
importantly, BM is a separate, distinct language in its own right, and its phonology must be
analyzed accordingly, as that of a distinct language. It is therefore not technically necessary nor
appropriate to use the phonologies of either Malay or Hokkien as preliminary points of
comparison for BM phonological facts. However, there are several systematic and nonsystematic differences that should be noted.
83
Where words end with /aj/ and /aw/ word-finally in Malay, they end with /e/ and /o/ respectively
in BM. These close-mid monophthongs have the same degree of frontness and backness as the
semivowels /j/ and /w/ in the diphthongs /aj/ and /aw/. Thus, forms like /kədaj/ ‘shop’, /pandaj/
‘clever’, /halaw/ ‘chase away’ and /pisaw/ ‘knife’ in Malay correspond to /kəde/, /pande/, /halo/
and /piso/ in BM. This phenomenon does not constitute a phonological monophthongization rule
in BM (where the diphthongs /ai/ and /au/ become close-mid monophthongs [e] and [o] with
similar degrees of frontness and backness as the high vowels /i/ and /u/ in the diphthongs /ai/ and
/au/) since there is no surface alternation that shows up with /ai/ or /au/. One exception in BM is
the word /kalu/ ‘if’, which corresponds to Malay /kalaw/.
In a separate phenomenon, where vowel sequences of /a/ and /i/, and /and /a/ and /u/ are
mediated with /h/ in Malay, they occur without /h/ as /aj/ and /aw/ sequences in BM. For
example, /dʒahit/ ‘sew’, /pahit/ ‘bitter’ and /tahu/ ‘know’ in Malay correspond to /dʒajt/, /pajt/
and /taw/ in BM. Again, this does not constitute an intervocalic h-deletion rule and a vowel to
glide rule (/ai/ to [aj] and /au/ to [aw]) in BM, since there are no surface alternations that show up
with /ahi/ and /ahu/ in BM itself. An exception to this phenomenon is the word /mo/ ‘want’ in
BM (instead of /mau/), which corresponds to /mahu’ in Malay.
In addition to understanding these systematic differences between BM and Malay, it is
interesting to note how some BM words are different from equivalents in Malay in nonsystematic ways. For example, BM /bawak/ corresponds to Malay /bawa/ ‘bring’, BM /məsti/ to
Malay /misti/ ‘must’, BM /amek/ to Malay /ambil/ ‘take’, BM /tʃarek/ to Malay /tʃari/ ‘find’, and
BM /muŋka/ to Malay /muka/ ‘face’. The forms of words such as these are just idiosyncratically
different in BM, and there should be no attempt to derive such BM words from the Malay forms
with which they are compared, but by the phonological rules that are necessary and appropriate
for BM phonology.
The following tables provides distinctive features of individual segments, as distinctive features
are used in this section. Inasmuch as is possible, non-redundant features are used.
84
i
e
ɛ
a
ə
o
ɔ
u
j
w
syllabic
+
+
+
+
+
+
+
+
-
-
high
+
-
-
-
-
-
-
+
+
+
low
-
-
-
+
-
-
+
-
-
-
back
-
-
-
+
+
+
+
+
-
+
round
-
-
-
-
-
+
+
+
-
+
tense
+
+
-
+
-
+
-
+
-
-
approximant
-
-
-
-
-
-
-
-
+
+
Table 16: Distinctive features of vowels and glides in Singapore Baba Malay
In a strict view, where economy is valued, BM would not require all these features. For example,
the feature [approximant] is redundant in this table of distinctive features of vowels and glides,
as glides can be specified as [-syllabic]. However, since this feature captures a natural class of
glides and liquids (which are represented in table 16), it is included both tables 16 and 17.
85
p
b
m
t
d
s
n
l
ɾ
syllabic
-
-
-
-
-
-
-
-
-
voice
-
+
+
-
+
-
+
+
+
back
-
-
-
-
-
-
-
-
-
coronal
-
-
-
+
+
+
+
+
+
anterior
+
+
+
+
+
+
+
+
+
lateral
-
-
-
-
-
-
-
+
-
nasal
-
-
+
-
-
-
+
-
-
continuant
-
-
-
-
-
+
-
+
+
approximant
-
-
-
-
-
-
-
+
+
86
tʃ
dʒ
ɲ
k
ɡ
ŋ
ʔ
h
syllabic
-
-
-
-
-
-
-
-
voice
-
+
+
-
+
+
-
-
back
-
-
-
+
+
+
-
-
coronal
+
+
+
-
-
-
-
-
anterior
-
-
-
-
-
-
-
-
lateral
-
-
-
-
-
-
-
-
nasal
-
-
+
-
-
+
-
-
continuant
-
-
-
-
-
-
-
+
approximant
-
-
-
-
-
-
-
-
Table 17: Distinctive features of consonants in Singapore Baba Malay (not including glides)
The following phonological rules are found in BM.
87
3.3.1 Syllable-final velar plosive to glottal stop rule
(102) - syllabic
→
- back
/_$
+ back
- coronal
- nasal
- anterior
- continuant
ɡ → ʔ / _$
k → ʔ / _$
In syllable-final position, velar plosives become a glottal stop obligatorily. Otherwise, it surfaces
as /k/ or /ɡ/. For example, /k/ remains /k/ in [maɲak-an] ‘many-NMZ’ and /ɡ/ remains /ɡ/ in
[ɡasaʔ] ‘guess’, where syllable-final velar plosives becomes [ʔ].
beɡ
‘bag’
Underlying
forms
beʔ
syllable-final
plosive to
glottal stop rule
pekpek
‘father’s
elder
brother’
peʔpeʔ
masok
‘enter, put
in’
ɡasak
‘guess’
maɲak-an
‘manyNMZ’
bikin
‘make, do’
masoʔ
ɡasaʔ
maɲakan
bikin
3.3.2 Deletion of word-initial h rule
(103)
- coronal
→
(Ø) / #_
+ continuant
h→
(Ø) / #_
Word initially, /h/ is deleted optionally.
88
Underlying
forms
word initial
h-deletion
rule
haʔus
‘thirsty,
worn-out’
aʔus
hudʒan
‘rain’
hitam
‘black’
mahal
dʒahat
‘expensive’ ‘evil’
bohoŋ
‘lie’
udʒan
itam
mahal
bohoŋ
dʒahat
This rule does not apply to all Hokkien-derived words with initial [h], for example, [hawlam] for
‘female mourners’, [hauli] ‘male mourners’, and [huahi] ‘happy’. For words derived from Malay,
the rule is optional; speakers produce both forms with and without [h] (speakers can produce
both [udʒan] and [hudʒan] for ‘rain’), although the general consensus is that the forms that lack
[h] are more BM, since the forms with [h] exist in the standard Bahasa Melayu as well.
3.3.3 Metathesis of ə and ɾ rule
(104) + syllabic
- syllabic
⇒ ( -syllabic
+ syllabic ) / _ -syllabic
- high
- lateral
- lateral
- high
- low
+ approximant
+ approximant - low
+ back
+ back
- round
- round
əɾ ⇒ (ɾə) / __ C
Metathesis occurs as /əɾ/ becomes [ɾə]. This only occurs before a consonant. It is also reasonable
to assume that laterals following /ə/ might cause metathesis too, since both /ɾ/ and /l/ are liquids.
However, there are no instances of /l/ followed immediately by a consonant in BM, and hence it
is not necessary to further define the liquid by including [-lateral]. This rule is optional, although
the word for work, [kɾədʒa] appears consistently as such in the corpus. /əɾ/ is postulated as the
underlying segment and not [ɾə], because when the segment /əɾ/occurs in more general
conditions elsewhere, such as in bəɾat’heavy’.
89
Underlying
forms
ɡəɾdʒa
‘church’
kəɾdʒa
‘work’
bəɾsi
‘clean’
təɾbaŋ
‘fly’
bəɾat
‘heavy’
əɾ to ɾə metathesis
rule
ɡɾədʒa
kɾədʒa
bɾəsi
tɾəbaŋ
bəɾat
pəletʃok
‘twist
foot’
pəletʃok
3.3.4 Assimilation to u before lw rule
(105) + syllabic → ( + high
) / _ + lateral
+ round
- syllabic
+ round
V → (u)/ _lw
Optionally, vowels before /lw/ can assimilate towards the rounded, back and high /w/. This
anticipatory assimilation is triggered specifically by a subsequent /lw/ and not by an intervening
lateral, /lj/ or any lV environment.
Underlying
forms
səlwaɾ
‘pants’
uassimilation
rule
sulwaɾ
kəlwaɾ
‘go out,
take out’
kulwaɾ
dilwaɾ
‘outside’
kalu
‘if’
halja
‘ginger’
katʃua
‘cockroach’
dulwaɾ
kalu
halia
katʃua
3.3.5 Vowel-raising to ɛ and final l, ɾ, s loss in refined style rules
Word-finally, /al/, /as/, and /aɾ/ optionally become [ɛ], as noted by Pakir (1986). Whether /al/,
/as/, and /aɾ/ becomes [ɛ] depends however, on whether the speaker intends to come across as
being ‘refined’ or ‘coarse’. More details are provided in section on 3.7 on variation and change.
There are two rules that have to be posited for refined forms, since it is phonologically more
plausible and preferable for phonological rules to change only a single segment at a time. These
rules are identified in (106) and (107).
90
(106) + syllabic → ( + syllabic ) / _
+ low
- back
- round
- tense
+ anterior
#
+ continuant
a → (ɛ)/ _l #
a → (ɛ)/ _ɾ #
a→ (ɛ)/ _s #
In the vowel raising rule, /a/ becomes [ɛ] when followed by /l/, /ɾ/, and /s/, although this only
occurs for refined forms.
Underlying
forms
vowel raising
rule
kenal
‘know (a
person)’
kənɛl
(107) + anterior
tampal
‘mend’
panas
‘hot’
nanas
benaɾ
‘pineapple’ ‘logical’
kasaɾ
‘coarse’
tampɛl
panɛl
nanɛl
kasɛl
→Ø/
+ continuant
+ syllabic
bənɛl
_
- back
- tense
l → Ø / ɛ__
ɾ → Ø / ɛ__
s → Ø / ɛ__
The vowel raising rule feeds the rule that deletes final /l/, /r/ and /s/ that follow [ɛ].
Underlying
forms
final ɾ, l, s deletion rule
kenɛl
‘know (a
person)’
kənɛ
tampɛl
‘mend’
panɛs
‘hot’
nanɛs
benɛɾ
‘pineapple’ ‘logical’
kasɛɾ
‘coarse’
tampɛ
panɛ
nanɛ
kasɛ
91
bənɛ
There is idiosyncratic variation when it comes to the vowel [ɛ]. The transitive marker is usually
pronounced [kan]. However, it is expressed as [kɛn] by an individual as a refined version of the
transitive marker. Thus, the speaker produces [bərsi -kɛn] as a refined version of ‘clean -TRAN’
and [dʒato -kɛn] as a refined version of ‘fall -TRAN’, with the notion meaning to drop something.
He deems the [kan] version as being coarse, and avoids it, opting to use the refined [kɛn] version
mostly.
3.3.6 Rule ordering
There are two sets of rule ordering.
3.3.6.1
Vowel-raising, then loss of final l, ɾ, and s rule
The vowel raising rule feeds the final ɾ, l, s -deletion rule, since the final ɾ, l, s segments are only
deleted when they follow vowel [ɛ], which is created from the vowel raising rule.
Underlying forms
nanas ‘pineapple’
pasaɾ ‘market’
kenal ‘know’
vowel raising rule
nanɛs
pasɛɾ
kenɛl
final ɾ, l, s -deletion rule
nanɛ
pasɛ
kenɛ
Surface forms
nanɛ
pasɛ
kenɛ
The feeding order would be disrupted if the rules are applied in the wrong sequence, and there
would be no change to the surface form of words such as /nanas/ ‘pineapple’, /pasaɾ/ ‘market’,
and /kenal/ ‘know’.
3.3.6.2
u-assimilation, then vowel-raising, followed by loss of final l, ɾ,
and s rule
Vowel-raising and loss of final l, ɾ, and s following raised vowel takes place only after
assimilation to u.
92
Underlying forms
kəlwaɾ ‘go out, take out’
səlwaɾ ‘pants’
u-assimilation rule
kulwaɾ
sulwaɾ
vowel-raising rule
kulwɛɾ
sulwɛɾ
final ɾ, l, s -deletion rule
kulwɛ
sulwɛ
Surface forms
kulwɛ
sulwɛ
(Surface forms)
This is due to the fact that non-refined forms are also observed to undergo optional uassimilation, so that forms such as [sulwaɾ] and [kulwaɾ] exist in addition to [səlwaɾ] and
[kəlwaɾ] as well for non-refined forms. Vowel raising followed by the loss of final l, ɾ, and s are
optional rules that makes forms such as [səlwaɾ] and [kəlwaɾ] refined. Otherwise, surface forms
such as [kəlwɛɾ] for ‘go out, take out’ and [səlwɛɾ] are expected.
3.4
Fast speech
In fast speech, speakers tend to use contracted lexical items, and omit certain vowels, and join up
words, so that the original word boundaries are lost. Fast speech phenomena are presented fairly
extensively by Pakir (1986).
Certain contracted forms that are not phonologically rule-governed are swa for sudah ‘already’,
kat for dəkat ‘near, at’, sapa for sjapa ‘who’, pi for pəɾɡi ‘go’, ni for ini ‘this’, and tu for ‘itu’
‘that’. These contracted forms are usually function words or words that are very commonly used,
so that very little context is required to understand what these words refer to. Among these
contracted forms, dʒoɾaŋ is an interesting contraction for dia-oɾaŋ meaning ‘they’. The word
initial d appears to be undergoing palatalization, brought about by anticipatory articulation
before i with the sequence jao reducing to just o. This is not a commonly-used contracted form
93
though, and in fact, whether it should be represented in writing for the stage has been a source of
dispute among playwrights.36
The vowel ə is also often reduced in fast speech in BM (Pakir 1986). This occurs usually on the
first syllable, so that səkali ‘very’ becomes skali, səɾono becomes sɾono ‘proper’, kəɾiŋ ‘dry’
becomes kɾiŋ, bəɾapa ‘how many’ becomes bɾapa, tʃəlop ‘dip in dye’ becomes tʃlop. In
particular, there is a preference for ə to be omitted if it is followed by a liquid, but this is not
always the case, as with səkali and skali. This appears to be connected to the optional /əɾ/ to [ɾə]
metathesis rule, although the metathesis rule has no effect on the number of syllables. For
example, bəɾsi ends up optionally as bɾəsi ‘clean’, both forms having the same number of
syllables. In the instances of ə reduction in fast speech, the number of syllables is reduced. For
example, whereas there are two syllables in kəɾiŋ ‘dry’, there is only one syllable in kɾiŋ.
The other phenomenon that is common in fast speech is that word-finally, liquids and glottal
fricative can be omitted. For example, in their coarse forms, kapal ‘ship’ becomes kapa in fast
speech, and bəladʒar ‘study’ becomes bəladʒa. Non-coarse forms are affected too. For example,
dapor ‘kitchen’ becomes dapo, pe’el ‘good character’ becomes pe’e, and buah becomes bua
‘fruit’. There appears to be connected to the rule that deletes final /ɾ/, /l/, /s/ after raising to /ɛ/ in
refined speech. The difference between these two phenomena is that final /ɾ/, /l/, /s/ is
mandatorily deleted after raising to /ɛ/ in refined speech, whereas word-final liquids and glottal
fricative are not mandatorily deleted in fast speech.
Fast speech can also compound words together, common ones being taʔ-a and taʔ-da for taʔ ada
‘there isn’t’, taʔ-pa for taʔ apa ‘it is nothing’, toʔ-sa for toʔ-usa ‘there is no need’, and niari for
‘this ini ari ‘this day’. These are also recorded in Pakir (1986). She has more examples of these
that show up in her data than in the archive data used. She states that “disyllabic structures are
the favoured output” (Pakir 1986:80).
36
Information is recorded in an interview with Victor (oai:scholarspace.manoa.hawaii.edu: NL1-015,
00:00:00-00:03:43.0)
94
3.5
Writing system
As a non-official language that is not taught in schools, BM has no official writing system of its
own. There are however individual systems used by playwrights who write Peranakan plays
known as wayang Peranakan, or authors who write about Peranakan subject matters. These
systems are closely modelled on the Malay writing system used in Singapore, Malaysia, and
Brunei. Until the early 1900s, Malay was written using the Jawi script, modified for use from the
original Arabic system (Omar 1989, Omar 1993). Only in 1904 was the writing system
reformulated and romanized by Richard James Wilkinson, a Malay scholar and member of the
colonial administration. This was the system adopted in Malaysia, Singapore, and Brunei. In fact,
Wilkinson systematized the writing system predominantly based on the English writing system,
whereas the romanized writing system in Indonesia introduced by Charles Adriaan Van
Ophuijsen was influenced by Dutch (Omar 1989, Omar 1993). The standard Malay orthography
was then revamped several times, with key changes taking place in 1972, during which
administrators attempted to unify the spelling systems of Malay in Malaysia and Singapore with
the one in Indonesia.
The system that this grammar uses is closest to the one utilized by William Gwee, a Peranakan
community member in Singapore who has published a BM dictionary (Gwee 2006) and a
compendium of BM sayings (Gwee 1998), the reasons being that his works may be familiar to
the Peranakan community, and that the system he uses is logical and mostly easy to follow for
general readers. The following table shows the phonetic values, writing system used for this
grammar adapted from Gwee (2006) and the corresponding equivalents used in modern Malay
orthography. The sense of the word ‘orthography’ as it is used here refers to standard usage.
95
IPA
Writing system of this grammar
(adapted in part from Gwee 2006)
Modern Malay orthography
a
a
a
i
i
i
e
é 37
e,
except syllable-finally where it is
represented by ay
except before a coda where it is
represented by i.38
ɛ
air
ə
e
e
u
u
u
o
o
o,
except before a coda where it is
represented by u.
ɔ
37
or
Differs from Gwee (2006), where both [e] and [ə] are represented by e.
Vowel lowering takes place in Malay before a consonant coda, so that /i/ becomes [e], and /u/ becomes [o]. See
Onn (1980); Teoh (1994). There is no evidence that this takes place in BM.
96
38
p
p
p
b
b
b
m
m
m
t
t
t
d
d
d
s
s
s
n
n
n
l
l
l
ɾ
r
r
tʃ
ch
c
dʒ
j
j
97
ɲ
ny
ny
k
k
k,
except for words borrowed from
Arabic that originally contained
velar fricative, these are spelled
kh.
ɡ
g
g
ŋ
ng
ng
ʔ
’,
except in word-final position, k or
g
h
h,
h
w
w,
w
except in non-onset position, u
j
y,
y
except in non-onset position, i
Table 18: Writing system of Baba Malay used by this grammar
98
There are several points to note:
The sound [ɛ] is represented by air as the vowel sounds similar to the vowel in the English word
‘air’. Singaporeans’ pronunciation of this English word is similar to that of the Received
Pronunciation rendition. This would be familiar to most literate Peranakans who would also be
exposed to English, be it in Singapore in Malaysia. In fact, it should be recalled that the
romanized Malay script itself was formulated based on English in these areas (Omar 1989, Omar
1993).
The two sounds [e] and [ə] are represented by the same symbol, e in Malay and in Gwee’s
writings (Gwee 1998, Gwee 2006). Whereas [ə] is still represented as e in this grammar, [e] is
represented by é since it is not predictable where [ə] occurs, or where [e] occurs. For example,
[bedeʔ] ‘tell a lie’ and [bədeʔ] ‘pummel’ form a minimal pair in BM. It is also more economical
to mark [e] with an extra diacritic as opposed to [ə] since [ə] occurs much more frequently than
[e] does.
However, the vowel sound [e] is written ay, such as with sampay for [sampe], meaning ‘until,
reach’. This marks a salient difference between BM and Malay. BM [sampe] would correspond
to Malay [sampaj]. Similarly, while [ɔ] does not exist in Malay, [o] and [ɔ] are represented by o
and or respectively, so as to be consistent with Gwee (2006).
Diphthong combinations are represented using i for [j] and u for [w] when [j] or [w] are not
found in the onset. For example, [ja] is written as ia and [wa] can be written as ua. For example,
[sjut] ‘singe’ is written as siut and [kwat] ‘strong’ is represented as kuat. In onset positions, the
glide [j] is represented as y and [w] is represented as w. For example, the word [wa.jaŋ] ‘play’ is
written as wayang. This follows Gwee (2006).
Although word-final glottal plosives manifests as [ʔ], these are still represented as k or g, since it
should be relatively easy to apply the word-final plosive to glottal stop rule for readers. Wordfinal k and g are also used by Gwee (2006).
For readers familiar with Malay, it is interesting to note that the sounds [f] and [z] do not exist in
BM, even though they exist in Malay.
99
Whereas Hokkien is a tone language, BM words of Hokkien origin do not have consistent tones
on them and are thus not marked for tonal contrasts. Note that they do however receive regular
lexical stress (see section 3.6.2).
3.6
Stress and intonation
In general, BM is a syllable-timed system, where the duration of each syllable is approximately
equal. This is not surprising, considering that both its lexifier language, Malay (Wan 2012) as
well as its substrate language, Hokkien are syllable-timed (Hung 1996) instead of stressed-timed.
3.6.1 Word stress and pitch
While the lexical stress system is not based on duration, pitch (and to some extent intensity) is
used for the purpose of lexical stress. All three factors discussed are common features that are
said to “conspire in varying degrees in many languages to give some syllables prominence when
compared with other syllables” (Cruttenden 1997:7). In BM, pitch is the most accurate indicator
of stress. The ultimate syllable tends to receive the most stress. Wee (2000) characterizes this as
a ‘step-up progression’. However, when there are three syllables, the final syllable receives the
most stress, followed by the first syllable. Lexical stress allocation begins from the final syllable,
and stress alternates between syllables. Words with four syllables are rare, but when they occur,
they follow the general lexical stress template, where the ultimate syllable receives the most
stress, the penultimate syllable is not stressed, and the second syllable is stressed. This differs
from Wee’s (2000) findings, where step-up progression is also observed for words that are more
than two syllables long
The following waveform and spectrogram captures natural speech comprising words of two
syllables. There are two sets of non-striated contour lines on the spectrogram. The lower line
represents pitch while the upper line represents intensity. 39 The dynamic range on each
spectrogram in this section is set at 40dB so that pitch and intensity contours can be seen more
clearly. For the same purpose, pitch range and intensity range are adjusted for individual
39
On a color copy of this dissertation, the lower line indicating pitch is blue, while the upper line indicating intensity
is yellow.
100
spectrograms, so that none of the relevant contours are cut off. Otherwise, the settings in Praat
for this section are – Maximum formant: 5000Hz,40 number of formants: 5, window length: 5
milliseconds. Words are orthographically transcribed in this section.
(108) Orang panjat pokok.
person climbs tree
A person climbs a tree.
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:00:15.6-00:00:17.6)
Featuring a series of three two syllable words, example (108) shows that each syllable within
each word is equivalently the length of the other word (as with syllable-timed systems), and each
syllable within each word also has almost similar intensity patterns as the other. Besides a slight
drop in pitch towards the end of the pokok ‘tree’ which seems to indicate sentence finality, the
other disyllabic items show a slight step-up in pitch within the word. These can be represented as
o.ˈrang ‘person’ and pan.ˈjat ‘climb’ respectively, where ˈ represents primary stress. In this
sequence of two-syllable words, stress can be said to fall on the final syllable since the
accompanying higher pitch indicates more prominence. Note that while (108) shows examples of
closed syllables, (109) demonstrates that the same word stress pattern occurs in open syllables.
40
This setting is also suitable for the female speaker whose voice is featured in this section, as she has a low voice.
101
luka sikit.
(109) Gua rasa kita
1.SG think 1.PL wound little
‘I think we are a little wounded.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:03:42.5-00:03:44.9)
The disyllabic words in (109) can be represented as ra.ˈsa ‘think’, ki.ˈta ‘1.PL’ and lu.ˈka. In
addition to step-up progression in pitch, the second syllable in each word is also accompanied by
higher intensity. Thus, in disyllabic words featuring both open and closed syllables, lexical stress
always occurs on the ultimate syllable.
The following two examples demonstrate lexical stress in trisyllabic words.
102
(110) Satu kerosi boléh sandah.
one
chair can
lean
‘one chair (that) can lean.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-044, 00:05:46.6-00:05:48.1)
In (110), the trisyllabic word for chair can be represented as ˌke.ro.ˈsi ‘chair’, where ˌ indicates
secondary stress and ˈ indicates primary stress, with pitch being the most accurate indicator of
stress. The following is another example of a trisyllabic word.
103
(111) Balék-kan
itu
ikan,
turn.over-TR that fish
‘Turn over that fish,’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-044, 00:10:30.7-00:10:32.3)
In example (111), ‘turn over-TR’ can be represented as ˌba.lék.ˈkan, since pitch is the most
prominent on the ultimate syllable followed by the first syllable. Hence in trisyllabic BM words,
primary stress falls on the ultimate syllable, followed by the first syllable.
Words of four syllables are rare in BM, but they follow the template where the ultimate syllable
receives primary stress, and the second syllable receives secondary stress. Example (111) can be
compared to (112), where the prefix ter- ‘MVT’ is attached toˌba.lék.ˈkan ‘turn over-TR’. The
word now comprises of four syllables instead of three. Example (8) is analyzed here as (112).
104
(112) Ter-balék-kan
itu
ikan
MVT-turn.over-TR
that fish
‘Turn over that fish is also okay.’
pun
also
boléh lah
can
EMP
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-044, 00:10:32.3-00:10:33.8)
With an additional prefix, the four syllable word can be expressed as terˌ.ba.lék.ˈkan ‘MVTturn.over-TR’. The same syllables receive the same stress as ˌba.lék.ˈkan ‘turn over-TR’. This can
be explained by the fact that stress allocation begins from the ultimate syllable; the ultimate
syllable receives the primary stress, while the alternate syllable receives the secondary stress.
Lexical stress is mainly indicated by pitch. (113) is another example of lexical stress allocation
on a word comprising four syllables.
105
(113) Ini
kupu-kupu
trebang,
this
butterfly
fly
‘This butterfly flies,’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:01:37.5-00:01:39.2)
The word for butterfly can be represented as ku.ˌpu.ku.ˈpu, based on the pitch patterns, with the
stress alternating between syllables.
3.6.2 Tones on Hokkien-derived words
One of the more interesting questions regarding pitch is whether or not tones in words derived
from Hokkien have been preserved. Hokkien is a tone language with seven contrastive tones, a
tone language being one where changes in pitch can change the meaning of the word (Yip 2002).
Pakir (1986) states that words derived from Hokkien show no tonal distinctions.41 This is
partially true where the current corpus is concerned. On monosyllabic items, BM speakers
appear to produce no contrastive tone in comparison with Hokkien speakers, and on disyllabic
items, BM speakers produce pitch on these Hokkien-derived lexical items that are unlike
Hokkien tones, but consistent with general BM patterns for other words. These are essentially
41
Pakir (1986) treats BM as a Malay dialect that has borrowed extensively from Hokkien.
106
step-up progressions like the ones recorded in the previous section. Trisyllabic words from
Hokkien are rare.
The following is an example of a monosyllabic word as it would have been produced in
Hokkien. The speaker speaks BM, but is aware that Hokkien words sound different in BM than
the corresponding form in Hokkien itself sounds.
(114) Hu
amulet
‘amulet’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-169, 00:06:25.0-00:06:25.5)
In example (114), the speaker states that hu1342 is usually pronounced with a rising tone in
Hokkien. In example (115), the BM speaker uses hu in a BM sentence. There is no rise in pitch
accompanying hu. In fact, pitch falls slightly owing to hu’s sentence-final position.
42
Chao (1930)’s system is used to annotate tones here, as is common in describing tones in Chinese languages. The
numerals 1-5 are used, and the first number in the transcription indicates the starting point of the tone, while the
second number indicates the ending point of the tone. 1 represents the lowest pitch, and 5 the highest.
107
(115) Pi
bakair hu.
go
burn amulet
‘Go burn an amulet.
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-169, 00:06:26.7-00:06:27.3)
While monosyllabic items appear to lack tone, disyllabic items are accompanied by different
pitches in BM from those in Hokkien. The following is taken from a speaker of both BM and
Hokkien who differentiates between the two languages.
108
(116)
That is called siki.
death.anniversary
‘That is called death anniversary.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-173, 00:08:01.1-00:08:02.6)
In example (116), the speaker says that in Hokkien, ‘death anniversary’ is pronounced si53 ki32,
whereas in example (117), when the same speaker is speaking BM, there is a step-up progression
in siˈki, where the second syllable ends slightly on a higher pitch than the first.
109
(117) Bikin siki
lah
make death.anniversary
EMP
‘Commemorate death anniversary.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-173, 00:08:04.6-00:08:05.8)
The following is another example taken from a different speaker, who also says that Hokkien as
spoken by the Chinese is different from Hokkien as spoken by BM speakers.
110
(118) Actually called binpo.
face.cloth (Hokkien)
‘Actually called facecloth.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-171, 00:34:35.2-00:34:36.2)
In example (118), the speaker states that in Hokkien, the word for ‘facecloth’ is bin21po22. It is
interesting to note that binpo means ‘handkerchief’ and not ‘facecloth’ in BM. In comparison to
example (118) which shows that a low tone accompanies po, example (119) shows how bin starts
lower, and po ends on a higher pitch, so that the word can be represented as binˈpo.
111
(119) amék binpo
gua,
take handkerchief 1.SG
‘Take my handkerchief,’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-171, 00:34:34.1-00:34:35.2)
Although there is a slight up-step progression accompanying these words, there is technically no
tone on these words, since tones are defined as what differentiates one lexical item from another
(Yip 2002).
3.6.3 Sentence intonation
There are four main types of sentential intonation that may be observed. These are found in
declaratives, clauses signaling continuity, content questions, and tag questions.
Declarative sentences end with a fall in the overall pitch contour of the sentence, as also
observed by Wee (2000). This is demonstrated in example (120), and also in earlier examples
such as (108) and (110). Only pitch contours (and not intensity contours) are shown in the
spectrograms for this section.
112
(120) Tak
tau
apa
mia
tulang itu.
NEG know what REL bone that
‘Don’t know what bone that is.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:02:40.8-00:02:42.5)
With a different pattern, BM speakers signal continuity, that they have more to say on the subject
matter, even though they may have come to a pause. The pitch of the sentence rises towards the
end of the clause, as shown in example (121).
113
(121) Lu
mo
pakay ka,
2.SG want use
or
‘You want to use (it) or,’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-170, 00:04:10.5-00:04:12.4)
There are two separate intonation patterns that accompany content questions, depending on the
position of the question word. When the question word occurs at the beginning of the utterance,
pitch rises at the beginning and falls towards the end, as with example (122). This is similar to
the observations of Wee (2000) that a rise-fall intonation accompanies interrogatives in BM.
114
(122) Apa macham
dia
mo
bikin?
What like.that
3.SG want do
‘How does she/he want to do this?’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-37, 00:42:37.6-00:42:39.3)
Conversely, when the question word is at the end of the utterance, pitch rises towards the end of
it, as with example (123).
115
(123) Lu
pakay chanték
mo
pi
mana?
2.SG wear beautiful
want go
where
‘Where do you want to go dressed (so) beautifully?’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-37, 00:07:04.0-00:07:05.9)
Similarly, tag questions have a rise that come towards the end of question, as also observed by
Wee (2000)43. This is demonstrated by example (124).
43
Wee (2000)’s term for tag questions is yes-no questions.
116
(124) Buah
pear
CLF.fruit
‘Is this pear?’
bukan?
no
Hence, there are a few intonation contours at the sentential level in BM. Declaratives fall in pitch
towards the end of the utterance, a final rise can signal continuity, and content questions are
accompanied by rise-fall when the question word occurs at the beginning of the interrogative.
When the question word occurs at the end of the interrogative, or when a tag question is asked,
pitch tends to rise at the end of the interrogative.
3.7
Variation and change
Tsunoda (2005) reports that the loss of phonetic information is common in situations of language
decay. Even though phonological variation takes place when languages are not threatened, it has
been demonstrated in minority communities that phonetic or phonological variation may become
more apparent when the viability of the language is threatened (Babel 2009, Brunelle 2009,
Campbell and Muntzel 1989). This is true of BM, where the number of phonemic contrasts is
diminished as speakers become less proficient in BM, and more proficient in other dominant
languages such as English and Malay. In fact, the vowel space appears to be contracting, so that
it appears to be more similar to that of Standard Malay. Clynes and Deterding (2011) provide the
only phonetic account of Standard Malay, this being a variety spoken in Brunei. Crucially, they
117
state that the Standard Malay of Brunei is similar to varieties spoken in Singapore and Malaysia,
and different from the variety that is spoken in Indonesia. In the absence of information from
Singapore, it is reasonable to assume that the vowel system of the variety in Singapore is
comparable to the one that Clynes and Deterding (2011) describe. The essential difference
between their vowel plot of Standard Malay and that of BM, is that open-mid front and back
vowels, [ɛ] and [ɔ] that are found in BM do not occur in Standard Malay.
The vowels of six speakers are plotted below. These speakers are between the ages of 60 to 80,
four of them are males and two of them are females. All of these speakers stated that they grew
up with BM as their first language. In addition, all of them are bilingual in English, and profess
to have different levels of proficiency in BM. Four speakers stated that they are proficient in BM,
while two stated that they have become less proficient in the language as English is now their
dominant language.44
Ten tokens of each vowel were extracted from natural occurring speech (not wordlist data) and
their formants measured in Praat, following the methodology in section 3.1.2.2. The only
difference is that the settings used for this analysis are the same as the ones used earlier for the
analysis of vowels, except that the maximum formant for is set to 5500Hz for one female
speaker,45 while it is set to 5000Hz for the rest of the speakers (including one female who has a
low voice).46 Where possible, ten [ɛ] and ten [ɔ] tokens are measured for each speaker, but where
speakers only seem to produce [e] and not [ɛ], or [o] and not [ɔ], twenty [e] or [o] tokens are
measured instead. Where vowels appeared to overlap, participants’ beliefs were used to identify
if a vowel was [e] or [ɛ], and [o] or [ɔ].47
For the purpose of a quick general comparison, the following two vowel charts in figures 23 and
24 show the vowel spaces of a more proficient speaker, and a less proficient speaker
respectively, the difference being that the more proficient speaker appears to have open-mid
44
The speakers have not been named here, so as to protect their identities, especially since language attrition is
being discussed.
45
Speaker B in figure 25.
46
Speaker A in figure 25.
47
This was done due to the fact that consultants differed in how they felt some words should be pronounced. For
example, [ɔɾaŋ] versus [oɾaŋ] for ‘people’.
118
front and back vowels where the less proficient speaker produces none. Both speakers are males
in their sixties. While the more proficient speaker still uses BM daily, the less proficient speaker
has stopped using BM as much. This speaker used to speak BM with his parents who passed
away over ten years before the time of recording. Figure 23 is from Figure 22.
Frequency of F2 in Hertz
3000
2500
2000
1500
1000
500
0
0
100
200
400
500
600
700
800
900
i
e
ɛ
ə
a
u
o
ɔ
Figure 23: Vowel space of a more proficient Singapore Baba Malay speaker
119
Frequency of F1 in Hertz
300
3000
2500
2000
Frequency of F2 in Hertz
1500
1000
500
0
0
100
200
400
500
600
Frequency of F1 in Hertz
300
700
800
900
i
e
ə
a
u
o
Figure 24: Vowel space of a less proficient BM speaker
While the above figures are provided for purpose of quick illustration, vowel normalization is
generally required when comparing vowel spaces across different speakers, since the length and
shapes of the vowel tracts of different speakers vary, especially when comparing across different
genders. The Lobanov method is utilized in this instance (see Lobanov 1971).48 The following
are the resultant vowel plots.
48
There are vowel intrinsic and vowel extrinsic methods of normalization (Ainsworth 1975, Nearey 1989). Vowel
intrinsic methods use only acoustic information contained within a single vowel to normalize that vowel token,
while vowel extrinsic methods rely on information distributed across more than one vowel of the speaker. Vowel
extrinsic methods such as the Lobanov have been shown to perform better than vowel intrinsic methods. The
Lobanov method is represented by the following formula Fn[V]N = (Fn[V] - MEANn)/Sn, where Fn[V] N is the normalized
value for Fn[V] (formant n of vowel V), MEANn is the mean value for formant n for the speaker, and Sn is the
standard deviation for the speaker's formant n.
The vowel plot shown is obtained through vowel normalization and plotting suite, NORM (Thomas and Kendall
2014).
120
Figure 25: Normalized vowel plots of six Singapore Baba Malay speakers49
According to the plots, two out of six speakers, B and F, do not produce anything in the region of
the open-mid front vowel [ɛ], while only speakers A, B, C and D produce tokens in the region of
open-mid back vowel [ɔ]. It is not surprising that speakers B and F state that they are no longer
49
The normalized values shown are obtained through vowel normalization and plotting suite, NORM (Thomas and
Kendall 2014).
121
proficient in BM, and that English is now their dominant language. Although speaker E states
that he is a proficient BM speaker, he does not produce [ɔ] tokens. All other speakers state that
they are proficient in BM. There is ongoing change, as two vowels are on the verge of being lost.
The emerging vowel plot can be compared to the one that Pakir (1986) describes, wherein [ɛ]
and [ɔ] can both be distinguished from other vowels. It is also noteworthy that vowels [u], [o],
and [ɔ] all appear to be in the process of merging.
It is interesting to recall that [ɛ] only occurs in refined speech, corresponding to words in coarse
speech that end with phonological /aɾ/, /al/ or /as/. That [ɛ] is not produced as often as /aɾ/, /al/ or
/as/ shows that BM speakers are producing less ‘refined’ speech, and using more ‘coarse’ speech
instead. Words with the /aɾ/, /al/, and /as/ endings are acknowledged by speakers to be kasar
[kasaɾ] or kasair [kasɛ], literally meaning ‘coarse’. Their [ɛ] counterparts are halus or alus, the
literal meaning being ‘refined’. Previously unnoted by other researchers, when speakers engage
either form, it has little to do with the level of familiarity the speaker has with the interlocutor,
their social statuses or the social circumstances surrounding language use, but rather, that the
speaker simply wants to be perceived as being more refined (hence the use of the terms halus50
‘refined’ and kasar ‘coarse’, indicating an elevated versus colloquial style, is more appropriate,
rather than formal and informal).
That speakers cite [ɛ] as being alus ‘refined’, and /aɾ/, /al/ or /as/ as being kasair ‘coarse’51, may
be rooted in [ɛ]’s association with urbanity, and some sense of sophistication and elegance. This
is different from findings that urban forms can be associated with toughness (Eckert 1988,
Lawson 2014). While Lim (1988) does not label [ɛ] as a refined speech form, he associates it to
urbanity in Malacca, and essentially, exposure to Hokkien speakers. Lim (1988) states that BM
speakers in Malacca were more likely to produce [ɛ] if they lived nearer the city center, since this
is where early Chinese settlers would have established themselves, and [ɛ] exists in Hokkien (but
not in Malay). 52 In contrast, if the BM speakers lived in the more rural areas, they were less
likely to come in contact with Hokkien speakers, and less likely to produce [ɛ]. Where Singapore
50
Also occurs as halus (after initial h- deletion)
Ironically, this is the refined form of the word kasar, meaning ‘coarse’.
52
However, note that /ɛ/ does not exist in any of the Hokkien-derived words in BM.
122
51
is concerned, there are no records that such a division existed in the past, but it is not an
implausible situation. However, noting that Singapore is small at 710 square kilometers (50
kilometers (31 miles) from east to west, and 26 kilometers (16 miles) from north to south), and
that it is currently Chinese-dominant at 74 percent (Singapore 2011), a present-day division
based on amount of contact with the Chinese is not perceptible. In fact, it is also observed that all
Malacca speakers of BM who were interviewed for this project use both [ɛ] and non-[ɛ] forms
regardless of how close or far away from the city they live. This may be due to urbanization
within Malacca. The Chinese have spread out beyond the city center, and commuting has been
made more convenient since the 80s when Lim carried out his research, thus enabling
Peranakans to come in contact with others they may not necessarily live close to and vice versa.
Instead, speakers of MBM also state that [ɛ] forms are alus ‘refined’, while non-[ɛ] forms are
kasair ‘coarse’.
The only other BM items that have been described as halus ‘refined’ or kasar ‘coarse’ are the
first person singular pronouns saya (refined) and gua (coarse) (see section 7.3.2). This can be
compared to Standard Malay, which involves a halus ‘refined’ and kasar ‘coarse’ distinction in
some vocabulary. Whereas the refined and coarse forms in BM are almost always derived from
the same stems (with the exception of refined saya and coarse gua for first person singular), the
refined/coarse distinction in Standard Malay involves unrelated stems. For example, isteri is the
refined form for ‘wife’ in Standard Malay, whereas bini is the coarse form for the same word.
Similarly, suami is the refined form for ‘husband’ in Standard Malay, while the coarse form is
laki. It is highly interesting that the coarse forms bini ‘wife’ and laki ‘wife’ are the ones that have
entered BM as neutral forms. In addition, the refined/coarse distinction in BM can be compared
with the Ngoko/Krama system in Javanese, Ngoko being the register used for speaking to social
equals or for speaking to someone who is lower on the social hierarchy than oneself, whereas
Krama is the register that is used for speaking to social superiors (Poedjosoedarmo 1968). While
the Ngoko/Krama system does not involve a refined/coarse distinction, some Ngoko forms
involve back vowels (historically conservative) where they would correspond to front vowels in
the Krama form. For example, agama ‘religion’ is Ngoko while agami is Krama; aŋon ‘to herd
or tend livestock’ is Ngoko while aŋɛn is Krama; and bubar ‘to disperse’ is Ngoko while bibar is
123
Krama.53 In a way, this parallels the fact that the historically more conservative form in BM is
the coarse form. However, in BM, there is no front/back vowel distinction involved in the
refined/coarse distinction, and there is no way of distinguishing between refined/coarse forms if
the coarse stem does not end in /aɾ/, /al/ or /as/ (as compared to the Ngoko/Krama system which
also uses unrelated stems). Nothing similar to the refined/coarse system of BM has been reported
for other languages in the region or for other varieties of Malay.
On as separate note, that BM speakers are producing less [ɛ] forms in Singapore and also in
Malacca may be due to increased contact with Standard Malay or Bahasa Melayu. Bahasa
Melayu is endorsed as an official language in both countries, as compared to Hokkien, which is
gradually losing younger speakers. Although it should be mentioned that most BM speakers in
Singapore do not speak Malay, they exist in an ecology that comprises Malay, and may be
influenced reflexively by the Malay that they hear in their environment. In particular, if they do
not encounter BM as much as they do Malay (the Malay population is much bigger than the
Peranakan population, and there are television programs and radio broadcasts that take place in
Malay, whereas none takes place in BM), the BM vowel system may assimilate towards that of
Malay, and [ɛ] forms are in danger of being lost.
With respect to [ɔ], two reasons may be postulated for its loss. One plausible reason is that
phonological systems tend to not be completely symmetrical, having more front than back
vowels, due to the narrowing of the vocal track towards the back of the mouth. BM is consistent
with this, as speakers appear to produce fewer cases of [ɔ] than [ɛ]. This is especially evident
with male speaker, E. Next, Pakir (1986) states that [ɔ] is only found in words of Hokkien origin.
Noting that BM is endangered and in the event that it is decreolizing, [ɔ] may be lost simply
because words of Hokkien origin are being used less frequently. This may also be caused by
language contact influence from standard Malay. Still, this explanation is not entirely satisfactory
because it has been observed that some speakers of BM produce [ɔ] in words of Malay origin
(see section 3.1.2, where the speaker produces ɔɾaŋ for oɾaŋ ‘person’). Yet, the notions of
decreolization or even language change due to contact with a more dominant language do not
53
Robert Blust, p.c.
124
have to be abandoned. In fact, speakers are producing [o] where they would traditionally produce
[ɔ]. For example, speakers may produce [binpo] ‘handkerchief’ where originally, the word is
pronounced [binpɔ] in Hokkien. Language change in which the contact language becomes more
like its lexifier language, due to contact influence may explain for the change in phonetic space,
since Malay has the same vowels as BM, apart from [ɛ] and [ɔ].
3.7.1 Sociophonetic investigation
That BM speakers are producing more of the less refined speech is interesting. It is important to
also note that the [ɛ] vowel only exists in refined speech, and that [ɛ] distinctively marks BM
speech since it does not occur in Malay, and [ɛ] is constantly brought up by members of the
community as an example of what differentiates BM from Malay. Note that even though [ɛ] also
occurs in Hokkien, BM is much more similar to Malay than Hokkien, due to the substantial
influence of the Malay lexicon, and on the surface, there is no concern that BM cannot be
differentiated from Hokkien. Given these phenomena, I pose the question: what social
characteristics will listeners attribute to speakers who produce either variant? Will members of
the community associate the refined [ɛ] form with speaking BM, even though the form is less
often produced than the coarse /aɾ/, /al/, and /as/ forms? A perception experiment was carried out
to understand associations that BM speakers have between the variant that is changing due to
language endangerment, and the speakers who produce these variants. Instead of relying on selfreport measures that can generate skewed results, a carefully designed experiment that relies on
the perception of phonetic variables can provide a more accurate view of language
endangerment. Experiments such as the one conducted here allow researchers to approach
attitudes that are below the level of consciousness, and these attitudes cannot be reported
accurately using another method (Kristiansen 2010). These views may be particularly
informative for researchers or community members who are interested in considering language
attitudes for the revitalization prospects of BM (for example, what counts as BM, and what
forms should be maintained).
125
For the above purposes, a matched guise experimental task was conducted. The matched-guise
task is a method first pioneered by Lambert and his associates (Lambert 1967, Lambert et al.
1960). In their experiments, recordings of bilinguals speaking French or English were played to
subjects who rated the speakers on various scales in order to compare their attitudes towards
English and French speakers. The listeners did not recognize that the same individuals were
speaking English and French in different stimuli, and so rated them differently for various traits
depending on which language they were speaking (Lambert 1967, Lambert et al. 1960).
Essentially, the matched guise technique enables the researcher to ask, what social characteristics
do listeners attribute to speakers based only on hearing their voice (Drager 2013)?
A recent project featuring a modified version of the matched guise task is that of CampbellKibler (2007). Campbell-Kibler (2007) investigates the relationship between English variable
(ING) and the Southern accent and the “gay accent”, as they are conceptualized in listener’s
perceptions of spontaneous speech. The speech of 8 speakers was collected in sociolinguistic
interviews. Speakers responded to digitally manipulated excerpts of 32 matched pairs differing in
whether they were alveolar variant -in or velar variant -ing. Campbell-Kibler (2007) found that
hearers associate the velar variant with education, intelligence, formality and articulateness, and
the alveolar form with the lack of these characteristics. In addition, the listeners’ perceptions of
these forms were also based on other characteristics attributed to the voice, whether they were
Southern or gay. The alveolar variant increased the perceived strength of a Southern accent,
dampening what was perceived as a gay and urban accent, and increasing perceptions of being
rural and relatively uneducated. The conclusion that Campbell-Kibler (2007) draws is that accent
is not perceived as a continuum as much as a multidimensional landscape surrounding a central
norm. This means that, more often than not, a variant cannot be attributed one single social
meaning, and an accent does not simply index more of a social meaning or less of it. Instead,
there may be several related meanings that are associated with a central norm. In view of
findings like this, it is important to consider the other indexed meanings that BM [ɛ] or /aɾ/, /al/,
and /as/ forms might have besides their respective central meanings of being refined or coarse,
such as whether these variants mark speakers as speaking BM or not speaking BM, or whether
these variants mark speakers as being more educated, or less educated for that matter.
126
With regard to ongoing changes in a language, much like what is happening in BM, van
Bezooijen (2005) uses the matched guise task to elicit attitudes towards the transmission of a
linguistic change. van Bezooijen (2005) states that three variants of /r/ co-occur in northern
Standard Dutch, spoken in the Netherlands. In addition the older alveolar and uvular consonantal
types of /r/, there is now an approximant type /r/, which is restricted to the syllable coda.
Through interviews, van Bezooijen establishes that approximant /r/ is spreading from the west to
other parts of the Netherlands. It is used more often by women than by men, and more often by
children than by adults. Matched guises with different variants were provided by a single
speaker. These guises were interspersed by filler recordings of four other speakers reading the
same text. Listeners were not told about the purpose of the experiment, that the researcher
wanted to establish how attractive the different variants of /r/ were. A seven point Likert scale
was used for listeners from four different regions (30-40 listeners per region, equally distributed
across sex and two age groups of older than 45, and younger than 45) of the Netherlands to rank
their answers to questions, such as “Would you like to talk like this yourself” and “What do you
think the social position is of this speaker? (van Bezooijen 2005:23). The finding was that
listeners from the west found approximant /r/ more attractive than listeners from other regions.
van Bezooijen (2005) states that this variant is associated with people in the west and with a high
social position. Although van Bezooijen (2005), as well as Lambert et al. (1960) and CampbellKibler (2007) were not working on particularly marginalized communities, the matched guise
method that they use can be replicated in an endangered language community experiencing
variation, as with BM speakers.
3.7.1.1 Stimuli
Ideally, the technique utilizes pairs of tokens that are produced by the same speaker, but vary in
some domain (Drager 2013). The pairs of tokens in this instance are pairs of words that differ
mainly in whether the word is coarse or refined, the coarse version ending in /aɾ/ and the refined
version ending with the [ɛ] variant. There are other coarse variants such as /al/ and /as/, but it is
preferable to provide only one coarse form in this instance, so that the critical comparison is
between the refined form and the coarse form, and not between the refined form and the different
127
underlying representations that comprise the coarse form. The experiment was conceived as part
of a language documentation project, and naturally-occurring data that had been elicited during
fieldwork was used. While it would have been ideal to utilise word pairs from multiple speakers,
there is a small number of native speakers who naturally produce both forms, and it is a concern
that these speakers would be aware of the goals of this perception experiment if they were
required to participate in the perception experiment.
Hence, five pairs of tokens were extracted from the speech of two speakers (two from one
speaker, and three from another). The five pairs of matched guises are presented in the list
below.
No. Target token
Gloss
Type
Speaker
1
[ba.kaɾ]
burn
coarse
A
2
[ba.kɛ]
burn
refined
A
3
[bə.saɾ]
big
coarse
B
4
[bə.sɛ]
big
refined
B
5
[də.ŋaɾ]
listen
coarse
A
6
[də.ŋɛ]
listen
refined
A
7
[ka.saɾ]
coarse
coarse
A
8
[ka.sɛ]
coarse
refined
A
9
[pa.saɾ]
market
coarse
B
10
[pa.sɛ]
market
refined
B
Table 19: List of matched guise tokens
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Besides the 10 target tokens that comprise 5 target pairs, there were 30 filler tokens. It is
important to utilize filler tokens, so that listeners do not focus too much on their responses to
target tokens. It is also necessary to use a larger number of filler tokens and voices in this
experiment, as this is a within-subjects experimental design. This means that participants hear
and respond to the same voice in both target guises, as opposed to having one group of
participants listen to one guise, and another group of participants listen to another guise. While a
within-subjects design is more robust, since the subjects remain the same in this setup, it is
necessary to use a larger number of fillers and voices to keep subjects from noticing that they are
re-hearing the same target speakers (Drager 2013). As a result, within-subjects experiments tend
to take longer than across-subjects experiments. However, this will not be a major concern, as
the tokens are single words, instead of long sentences. The whole experiment takes no more than
20 minutes, even for listeners who take their time when responding. Tokens of single words are
used instead of entire sentences. As these recordings are made in natural, non-studio
environments, there is no way to control for any preceding or following content. Splicing the
target token into a longer control sentence, following Campbell-Kibler (2007, 2009), resulted in
clearly-manipulated, unnatural-sounding sentences, due to the clear difference in background
noise in the recordings. In addition, when more words are used in a single token, there is a
chance that the phonetic and intonational qualities of these other words will impinge on the
perception of the phonological variation that this experiment is concerned with. Previous work
on the perception of sociolinguistic variables has demonstrated that listeners extract social
information from very small amounts of speech, including single words (Strand 2000, Rakerd
and Plichta 2003, Koops 2011).
The 30 fillers include 6 fillers that are unambiguously native BM, and 24 fillers that are clearly
unambiguously not native BM, shown in in tables 20 and 21 respectively. All fillers were spoken
by different speakers. The 6 fillers that are clearly native BM comprise lexical items that occur in
BM, but not in Malay. These fillers were extracted from fieldwork data. For the 24 fillers that
can clearly not be identified as native BM, recordings were made of Singapore English words
produced by Singapore English speakers, BM words produced by Americans, and English words
produced by American speakers.
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No.
Filler
Gloss
1
idong
nose
2
samplang
improper etiquette
3
léihéi
neck
4
kéwat
fussy
5
embok-embok
Traditional Peranakan
6
piso
knife
Table 20: List of Baba Malay fillers
No.
Filler
Gloss
Note
1
corright
correct
Singlish, Singlish speaker
2
dowan
don’t want
Singlish, Singlish speaker
3
ex
expensive
Singlish, Singlish speaker
4
kiasu
afraid to lose
Singlish, Singlish speaker
5
laidat
like that
Singlish, Singlish speaker
6
sian
ennui
Singlish, Singlish speaker
7
suaku
mountain tortoise
(having no experience
of the world)
Singlish, Singlish speaker
8
tapau
to take away (food)/
fail an exam
Singlish, Singlish speaker
9
kuping
ear
Baba Malay, American speaker
10
kawin
marry
Baba Malay, American speaker
11
tuahia
big brother
Baba Malay, American speaker
12
tipu
to cheat
Baba Malay, American speaker
13
Mak
mother
Baba Malay, American speaker
14
huahi
happy
Baba Malay, American speaker
15
yipoh
mother’s sister
Baba Malay, American speaker
16
menantu
daughter-in-law
Baba Malay, American speaker
17
sandwich
-
English, American speaker
18
umbrella
-
English, American speaker
19
coffee
-
English, American speaker
130
20
plant
-
English, American speaker
21
pencil
-
English, American speaker
22
teeth
-
English, American speaker
23
airplane
-
English, American speaker
24
ocean
-
English, American speaker
Table 21: List of clearly non- Baba Malay fillers
3.7.1.2 Procedure
While participants listen to matched-guises of words with either variants, the key question that
will be asked is:
I.
Is the person a speaker of Baba Malay?
Binary yes-no responses are recorded. There are four possible outcomes. First, the two variants
could both not be linked to BM speakers. This is the most unlikely outcome. Next, both variants
could be associated with speakers of BM. In this case, no shift is observed. Third, the coarse
variant may be linked to BM speakers, and this may provide an explanation for the continuation
of a shift that will eventually eliminate [ɛ] from the phonological inventory. Fourth, the refined
form [ɛ] will be linked to speaking BM, but not the coarse variants. During fieldwork, it has been
noticed that younger speakers are not using the [ɛ] variant. One of the major possibilities is that
younger, or less proficient speakers might identify the [ɛ] variant word as being spoken by a
person who speaks BM, and state that the coarse variant word is not produced by a BM speaker,
even if these younger, or less proficient speakers do not produce the [ɛ] variant form themselves.
This can be attributed to two things. First, the younger, or less proficient speakers, may not know
many other lexical items that differentiate BM speakers from Malay speakers. The only
difference that they may be highly aware of is that [ɛ] occurs at the end of words in BM, where
they would otherwise be /aɾ/, /al/, /as/ in Malay. This may lead them to identifying the [ɛ] variant
as being BM, and the coarse variant as not being BM. The second reason, which is not
completely unrelated to the first, is that the Peranakans want to differentiate themselves from the
Malay community. Now that the culture and language are being threatened, the younger and/or
less proficient speakers, who are experiencing the brunt of this loss, may want even more to
131
differentiate themselves from other ethnic communities. Crucially, other explanations may also
be found in the answers to these questions that will also form part of the matched-guise task.
These questions may help to disentangle the different possible interpretations of the coarse and
refined guises.
II.
Does this person have many close friends who are not Peranakan?
III.
Is this person likely to take part in activities at the Peranakan Association or Gunong
Sayang Association?
IV.
Is this person well-educated?
Binary yes-no responses are recorded for these questions as well. Question (II) is designed to test
for the listener’s perception of the speakers’ orientation towards the Peranakan community. It is
possible that the more closed the networks are, the more likely speakers come into contact with
other speakers of BM (including fluent speakers), and know how to use both variants. Older,
more proficient listeners may be more aware of this network effect than younger, less proficient
listeners. However, it is rare in an exceptionally urban environment to have completely closed
networks, as community members would interact with non-community members on a daily basis.
It is therefore interesting to see if there is any correlation between speakers who retain [ɛ] and the
listener’s perception of how the speakers are oriented towards the Peranakan community. For
example, the more close Peranakan friends a speaker has, the more oriented she or he is toward
the Peranakan community, the more likely she or he may want to be distinguished from other
communities. Thus, listeners might realize that speakers might only use the refined [ɛ] variant to
distinguish themselves from the Malay community, since the coarse variant exists in Malay
words from which BM words have been derived.
Related to (II), in addition to studying the listener’s perception of the speaker’s orientation,
question (III) is conceived to uncover if there is any association between the [ɛ] form and
speakers who are actively involved in Peranakan cultural activities. The outcomes could be
similar to that of question (II). It is possible that the more involved speakers are in the Peranakan
community, the more likely they are aware that there is a refined variant as well as a coarse one.
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Again, older, more proficient listeners may be aware of this, as opposed to younger, less
proficient listeners.
Question (IV) then, is designed to see if listeners perceive the [ɛ] form as being a reflection of
higher education, and hence more prestigious. Recall that Lim (1988) had associated [ɛ] with
urbanity. While levels of urbanity are now high in both Singapore and Malacca, it is still
interesting to consider if speakers associate [ɛ] with a related aspect such as higher education
levels.54 Whether or not [ɛ] is associated with a higher level of education is also interesting, since
BM has strong covert prestige as a language that signals exclusive group membership, and is
regarded as a non-standard language in Singapore and Malaysia. While Peranakans are proud of
their language, they commonly cite stories of being punished by their Malay teachers for using
BM instead of standard Malay at school. At the same time, the Peranakans were the first to adopt
English medium education in Singapore during the colonial era, and they were deemed to be a
refined and wealthy class (Shellabear 1913). It is thus unclear if the listeners think of their
language as being something that more educated people speak.
Other independent variables in this study are the listener’s age, gender, proficiency in BM, and
whether or not the listener belongs to a Peranakan cultural association. Also examined is whether
there is an effect of languages that the listener speaks, other languages that the listener
understands, their attitude toward the language, and their perception of the endangerment of BM.
In particular, the listener’s reported attitudes towards the language can be gauged through their
responses to (i) to (ii) and the perceived endangerment of BM can be gauged through the
questions shown in (iii) and (iv).
i.
If you have children, would you want your children to speak Baba Malay?
ii. If a person does not speak Baba Malay, can that person be Peranakan?
iii. Do you feel that Baba Malay is endangered?
iv. Are you worried that Baba Malay is endangered?
54
A higher level of education is associated with urbanity in general. While Singapore is completely urbanised, there
is research specifically showing a general perception of lower levels of education at rural schools among rural
school teachers themselves in Malaysia. See Othman and Muijs (2013) for example.
133
Yes-no responses to the above questions are collected in a post-listening questionnaire that also
collects responses to questions regarding all other independent variables. A post-listening rather
than pre-listening questionnaire is used since exposure to these questions could influence the
listeners’ responses on the matched guise task. The complete post-listening questionnaire that the
listener completed has been appended in Appendix D. Reactions to both the matched-guise
experiment and the questionnaire are recorded using a pen and paper method, instead of using
computer experiment software, such as E-Prime and OpenSesame. Although there are clear
advantages to using electronic means of recording reactions (for example, token randomization
and ease of data processing), elderly participants feel more comfortable with a pen and paper
task. Target tokens and fillers were randomized once, so that all participants hear the stimuli in a
fixed order, but in an order that appeared random. The stimuli are portable sound files (.mp3),
and each token is played twice. Participants pressed a button on the player (an iPhone 5) to listen
to a new token. A pair of Sony dynamic stereo headphones (MDR-7506) was used for the task. A
normalizing study was conducted with 10 other BM speakers who did not participate in this
experiment, to ask if some of these words are ‘more Baba Malay’ than others. The BM fillers
and tokens spoken by a BM speaker were more often identified as being Baba Malay than the
fillers that were clearly not spoken by a BM speaker.55
3.7.1.3 Participants
All participants learnt BM from birth, even though they state that they have different levels of
proficiency. Participants were recruited through word of mouth, and as variation is expected
between older and younger listeners, 20 older Peranakans and 20 younger Peranakans were
recruited. Older listeners are defined as being 50 and above, and younger listeners are defined as
being under 50. A group that was younger than this (18-25 year olds) did not take part since it is
difficult to find young community members who are able to speak BM. Indicative of the lower
numbers of BM-speaking youth, the estimated average age of active community members at the
55
In terms of absolute responses, refined target tokens were identified as BM 50 times out of 50; coarse tokens were
identified as BM 32 times out of 50; clearly BM fillers were identified as BM 52 times out of 60; Singapore English
fillers were identified as BM 9 times out of 80; BM fillers spoken by Americans were identified as BM 7 times out
of 80; and English fillers spoken by Americans were identified as BM 0 times out of 80.
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various Peranakan cultural associations is 50. 20 per critical group, although small, is a natural
limitation of working in an endangered language community. Across the older and younger
groups, participants were matched for gender and whether they were from Singapore or Malacca.
This means that among the 20 younger participants, there were 10 Singaporeans and 10
Malaccans. Among the 10 younger Singaporeans, there were 5 female participants as well as 5
male ones. Similarly, among the 10 younger Malaccans, there were 5 female and 5 male
participants. The older participant group had the exact same composition. In addition, it is
interesting to note if participants are members of cultural associations, since question (III) asks if
they perceive the speaker to be a member of such an association. Half of the participants from
the Singapore and half of the participants from the Malacca, matched across older and younger
groups, are members of cultural associations. Among the 10 Singaporean participants who are
members of Peranakan cultural associations, there were 3 older females, 2 older males, as well as
2 younger females, and 3 younger males. Among the 10 Malaccan participants who are members
of similar associations, there were 3 older females, 2 older males, as well as 3 younger females
and 2 younger males. The distribution of participant demographics is shown in table 22,
indicating the number of participants in each group.
20 older participants
10 Singaporeans
20 younger participants
10 Malaccans
10 Singaporeans
10 Malaccans
5 females
5 males
5 females
5 males
5 females
5 males
5 females
5 males
3
2
2
3
3
2
2
3
2
3
3
2
3
2
2
3
m
nm
m
nm
m
nm
m
nm
m
nm
m
nm
m
nm
m
nm
Table 22: Demographics of perception experiment participants, m indicating ‘association member’ and
nm indicating ‘non-association member’
Note that due to difficulties with reading and or writing, the researcher read the survey to 8
participants and entered their responses on their behalf. These participants were the only eight
participants who were in their 70s. All participants stated that they had no auditory impairment.
135
3.7.2 Results
In addition to reporting raw trends, statistical significance and the strength of any effects are
determined by a binary mixed-effects logistic regression model, which was fit to the data by
hand using the statistic tool R (R Development Core Team 2013) and lme4 (Bates et al. 2013).
The mixed effects model takes into account not only fixed effects (i.e. traditional independent
variables or predicting factors), such as age group and gender, but also random effects such as
individual listener’s tendencies when responding. While simple linear and logistic models treat
differences between responses from a single participant in the same way that they treat responses
between participants, a random effects model assigns each participant an individual coefficient
that can be scrutinized for anomalies. Where this experiment is concerned, binary yes-no
responses are collected, and it is important to ascertain if individual listeners had a bias toward
answering ‘yes’ or ‘no’, including participant as a random effect in the model can account for
this bias, statistically.
Separate models were fit to the data for each of the matched guise questions (see section 3.7.1.2)
for responses to only the target stimuli. Responses to fillers are attached in Appendix D. 56 As
with simple logistic regression, a positive coefficient indicates a positive correlation between the
dependent variable and the effect, while a negative coefficient indicates a negative correlation
between the dependent variable and the effect. By default, the dependent variable is whether the
listener responded ‘yes’ to the question being asked, so a larger coefficient indicates a higher
likelihood of a ‘yes’ response. The random effects considered include listeners, individual item,
and voice. The fixed effects considered include the guise (whether the token contained [ɛ] or
/aɾ/), listener age group, listener gender, whether the listener is from Singapore or Malacca, her
or his proficiency in BM, whether the listener belongs to a Peranakan cultural association, other
languages that the listener speaks, other languages that the listener understands, as well as
whether the listener would want her or his children to speak BM, whether the listener would
consider a person to be Peranakan if the said person does not speak BM, whether the listener
56
The clearly BM fillers were identified more consistently as being BM (194 times out of 240 instances), while the
clearly non-BM fillers were usually identified as not being BM (924 times out of 960 instances). For a further
breakdown of the non-BM fillers as well as responses to fillers on other questions, please refer to Appendix D.
136
feels that BM is endangered, and whether the listener is worried that BM is endangered
(questions regarding these last four effects are included in the post-listening survey, see section
3.7.1.2). There are many predicting factors for a relatively small group of participants, so effects
are tested separately, and only the relevant ones would be included in the final model. With
regard to question (II) “Does this person have many close friends who are not Peranakan?”, no
trend can be reported as the model shows no significant effect of any of the predicting factors
tested. Responses to the other three questions are discussed in the subsections that follow.
3.7.2.1 Is this person a speaker of BM?
Where the main question was concerned, for all the 100 times the refined form was heard, the
younger age group consistently responded that it was spoken by a BM speaker, whereas they
identified the coarse form as being spoken by a BM speaker in only three instances. The older
group performed very differently. While they also identified the speaker as a BM speaker for all
100 times the refined form was heard, they identified the speaker of the coarse form to be a BM
speaker in 86 instances. These responses are presented in the chart in figure 26.
137
100
Is this person a speaker of BM?
100
100
90
86
80
70
60
50
40
30
20
10
3
0
Older participants
Younger participants
Refined guise
Coarse guise
Figure 26: Responses to “Is this person a speaker of BM?” with participant’s age group as a
predictor
It is not possible to generate a sound logistic regression model for the question “Is this person a
speaker of BM” since there is perfect separation57 — a refined guise completely predicts that the
participant perceives the speaker as a speaker of BM. The analysis breaks down. The model has
to be refit to only those responses in the coarse guise (i.e. only those tokens where not all
participants perceived the speaker as someone who speaks BM). Only fixed effects that reached
a significance level of p < 0.05 or smaller were included in this model.
57
In the case of perfect separation, there is the option of using penalized regression (Firth 1993), but random effects
cannot be included in such a model. It is important to consider random effects, hence penalized regression is not
suitable for the purpose of this investigation.
138
Estimate
Std. error
Z value
Pr(>|z|)
(Intercept)
4.729
1.436
3.293
0.0010
Age group=Young
-8.561
1.804
-4.745
<0.0001
Origin=Singapore
-2.800
1.105
-2.534
0.0113
Table 23: Coefficients of fixed effects; larger negative coefficients indicate a lower likelihood of
responding ‘yes’ to the question “Is this person a speaker of BM?” when listening to a COARSE
guise.
First, I step through how to interpret the model’s output and then, in the following paragraph, I
discuss the results of the analysis. The model’s coefficients, listed in the ‘Estimate’ column, are
negative for both predicting factors (age group and origin), indicating that coarse tokens were
less likely to be perceived as being spoken by a BM speaker by younger listeners and listeners
from Singapore compared with older listeners and listeners from Malacca. The coefficients are
also indicative of effect size, with numbers that are further from zero being indicative of a larger
effect. For listener age, the coefficient is -8.561 whereas it is -2.800 for origin; younger
Peranakans are more likely to not identify the coarse form as being spoken by a BM speaker than
older Peranakans, and this effect is stronger than the effect of origin. Significance level can be
gleaned from column ‘Z value’, where numbers greater than 2 and smaller than -2 are
significant, and the column with the p-value (labeled ‘Pr(>|z|)’), where numbers smaller than .05
are significant.
Participants who are younger (identified as being below the age of 50) are more likely to not
respond ‘yes’ to the question “It this person a speaker of BM?” when they hear a coarse guise (p
< 0.0001). This result is expected for two reasons as discussed in section 3.7.1.2. Younger
speakers, being possibly less proficient, may not know many other lexical items that differentiate
BM speakers from Malay speakers, the only difference they may be highly aware of, is the oftencited fact that [ɛ] can occur at the end of words in BM, where they would otherwise be /aɾ/, /al/,
/as/ in Malay. Their responses show that they are unaware that /aɾ/, /al/, /as/ variants belong to
BM in kasar ‘coarse’ forms. It is interesting that there is no significant effect of proficiency in
139
the mixed effects model. One would expect that older speakers are more proficient than younger
speakers, and that this might have an effect on how they perceive these variants. Hence, a
Kendall (1955) rank correlation test is run in R, using the package kendall (McLeod 2014). The
Kendall rank correlation coefficient is able to evaluate the degree of similarity between two sets
of scalar data. In effect, presented with (x1, y1) and (x2, y2), the Kendall coefficient indicates how
similar x1 and x2, and y1 and y2 are. If the coefficient is zero, there is no correlation between
these two items. When the coefficient is one, there is full correlation between the two items. The
two items analyzed using Kendall’ in this instance are age (grouped by tens), and proficiency
(scale of one to five). Kendall’s tau (τ) = 0.44, and the z=3.2, which is large enough to reject the
null hypothesis that there is no correlation between the two items, at p <0.01.58 Hence there is a
correlation between age and proficiency, and that the older participants are, the more likely they
are to be more proficient.
Next, younger speakers who are experiencing the brunt of the loss of their culture and language
may want to differentiate themselves even more from other ethnic communities such as the
Malays. It is said that the third generation often expresses regret over the loss of their
communities’ languages and cultural practices (Stebbins 2004). In a production study on Cajun
English within the St. Landry community, Dubois and Horvath (1998) demonstrate that the older
generation use more dental variants than all others, the middle-aged dramatically decrease their
use, but the younger generation shows a level of usage closer to the old generation.59 Therefore,
that the younger Peranakans do not identify the coarse form as being spoken by a BM speaker
appears to be indicative of a desire to keep their language and culture distinct from others. This is
an interesting phenomenon, considering that the refined form [ɛ] is falling out of use among less
proficient BM speakers (see section 3.7).60
58
R states that exact p-values cannot be computed with ties, but the tau value still shows that there is a fair level of
correlation.
59
Except for young men in and women of all ages in open networks (See Dubois and Horvath 1998).
60
Participants self-reported their proficiency on a scale of 1 to 5 in the post-listening survey, with 5 representing the
highest level of proficiency and 1 representing the lowest level. The lowest level of proficiency reported was 3,
while the highest was 5. In a separate mixed effects model (dependent variable: whether participants responded ‘yes’
to coarse form as being spoken by a BM speaker) that included proficiency as a fixed effect, the coefficient was 5.498e-01 with a p value of 0.6705 for proficiency level 3. This indicates that there is a likelihood of less proficient
140
Interestingly and more unexpectedly, the fixed effect of origin has a significant effect on whether
or not participants identified the coarse variant as being spoken by a BM speaker. Singaporeans
(compared to Malaccans) were more likely to not identify the coarse guise as being spoken by a
BM speaker. There is however no interaction between the fixed effects of age group and origin,
meaning that, younger Singaporeans are not more likely to not identify the coarse guise as being
spoken by a BM speaker, as compared to younger Malaccans. Returning to why Singaporean
speakers may be more likely to not identify the coarse form as being spoken by a BM speaker in
comparison to Malaccans, the reason may be highly political. Whereas Singaporeans have no
incentives to identify themselves with other ethnic groups, Malaccans being Malaysians, may
choose to align themselves with the Malays (the privileged bumiputra61), their country being proMalay when it comes to education, jobs, social and business opportunities (Holst 2012). Thus,
Malaccan Peranakans may have less inclination to view themselves as being separate from the
Malays, whereas Singaporean Peranakans are not disinclined towards disassociating themselves
from the Malays. The fixed effect of origin is however less significant than that of age (at p <
0.1, compared to p < 0.0001).
3.7.2.2 Is this person likely to take part in activities at the Peranakan Association
or Gunong Sayang Association?
The main predictor of whether a participant would respond ‘yes’ to the question is again, age.
Out of all 100 instances that the refined guise was heard, it was identified by both older
participants and younger participants as being spoken by a person who is likely to participate in
activities at the Peranakan Association or the Gunong Sayang Association 96 percent of the time.
When the coarse guise was heard, older participants identified it as being spoken by a person
likely to participate in cultural association activities in 76 instances, whereas younger
participants identifying the coarse variant as being spoken by a BM speaker, although this is far from reaching
significance. Future production work is required to test the interaction between proficiency and age group in
particular.
61
In Sanskrit, bhumi means ‘earth’ and putra means ‘son’, the definition of bumiputra means ‘son of the earth’.
141
participants only did so for 2 instances.
Is this person likely to take part in activities at the
Peranakan Association or Gunong Sayang Association?
100
96
96
90
80
76
70
60
50
40
30
20
10
2
0
Older participants
Younger participants
Refined guise
Coarse guise
Figure 27: Yes responses to “Is this person likely to take part in activities at the Peranakan Association or
Gunong Sayang Association?” with participant’s age group as a predictor
Compared to the question in section 3.7.2.1, there is no perfect separation. Not all refined guises
are perceived as being spoken by a BM speaker. It is therefore possible to generate a binary
mixed effects logistic model with the dependent variable being whether participants respond
‘yes’ to the question “Is this person likely to take part in activities at the Peranakan Association
or Gunong Sayang Association?”. Because the model is fit to all of the data, guise can be
included as a predicting factor in addition to the independent variables tested in section 3.7.2.1.
Again, only fixed effects that reached a significance level of p < 0.05 or smaller were included in
this model.
142
Estimate
Std. error
Z value
Pr(>|z|)
(Intercept)
1.973
0.708
2.787
0.0053
Guise=Refined
2.952
0.802
3.682
0.0002
Age group=Young
-7.109
1.341
-5.302
<0.0001
Guise=Refined:Age group=Young
6.745
1.539
4.383
<0.0001
Table 24: Coefficients of fixed effects; larger negative coefficients indicate a lower likelihood of
responding ‘yes’ to the question “Is this person likely to take part in activities at the Peranakan
Association or Gunong Sayang Association?”
The positive intercept (1.973) indicates that people are likely to respond ‘yes’ to this question in
general. The significant fixed effects on the other hand, include guise and age group. The
positive coefficient for the refined guise factor, shows that participants are more likely to
respond ‘yes’ to the question “Is this person likely to take part in activities at the Peranakan
Association or Gunong Sayang Association?”, and this is significant at p < 0.001. The negative
coefficient for the young age group factor suggests that the younger participants are more likely
to not respond ‘yes’ in general, to the same question, although the interaction coefficient between
refined guise and the younger age group is positive. This indicates that younger participants are
more likely to respond ‘yes’ when listening to the refined guise, rather than when listening to the
coarse guise. Both age group effect, and interaction effect between age group and guise are
found to be highly significant at p < 0.0001.
Results show that the young participants shift the most between guises, the implication of which
is that there is a change in progress with regard to the social meaning attributed to both guises.
The assumption of the younger Peranakans appears to be that the refined form is more
emblematic of the Peranakan culture and community than the coarse form, hence they identify
the refined form as being spoken by a person who is likely to take part in activities at the
Peranakan Association or Gunong Sayang Association, both being associations that emphasize
Peranakan cultural activities. Again, this also shows that the younger listeners may be less
143
proficient in BM, and less aware that the coarse variant exists alongside the refined one. The
older, more proficient speakers may be more aware of this. They do not identify the refined form
as being more emblematic of their culture and community than the coarse form. There is no
relation between the older age group and the refined guise; the older participants are not more
likely to state that the refined guise is spoken by a person who is actively involved in cultural
activities, although there is an overall main effect of guise that the older participants are more
likely to state that the speaker takes part in cultural activities.
3.7.2.3 Is this person well-educated?
With regard to the question “Is this person well-educated?”, three main trends can be observed.
The strongest trend is that of participant’s age group. In most instances, older participants
perceived the speaker as being well-educated, regardless of which guise they heard, whereas
when the refined guise was heard, younger participants perceived the speaker as being welleducated in 74 instances. This can be compared to their responses to the coarse guise. Younger
participants perceived the speaker as being well-educated in 43 out of 100 instances that the
coarse guise was heard. These raw responses are reflected in figure 28.
144
Is this person well-educated? (Age group)
100
95
93
90
80
74
70
60
50
43
40
30
20
10
0
Older participants
Younger participants
Refined guise
Coarse guise
Figure 28: Yes responses to “Is this person well-educated?” with participant’s age group as a
predictor
Participant’s origin is also an interesting predictor. Malaccan participants appeared to perceive
the speaker as being well-educated regardless of guise. Singaporean participants perceived the
speaker as being well-educated less often than the Malaccan speakers. Singaporean participants
perceived the speaker as being well educated in 73 out of 100 instances in which the refined
guise was heard, as compared to 52 out of 100 instances in which the coarse guise was heard.
These raw responses are captured in figure 29.
145
Is this person well-educated? (Origin)
96
100
90
80
84
73
70
60
52
50
40
30
20
10
0
Singaporean participants
Refined guise
Malaccan participants
Coarse guise
Figure 29: Yes responses to “Is this person well-educated?” with participant’s origin as a
predictor
A third predictor that should be considered is whether or not the participant belongs to a
Peranakan cultural association. Non-members appeared to perceive the speaker as being welleducated more often than association members, regardless of guise. Among association
members, the refined guise was more often perceived as being well-educated than the coarse
guise. In 100 instances that the refined guise was heard, association members perceived the
speaker as being well-educated 77 times. In comparison, the same group perceived the coarse
guise as being spoken by a speaker who is well-educated in 56 out of 100 instances that they
heard. These raw responses are depicted in the chart in figure 30.
146
Is this person well-educated? (Association membership status)
100
92
90
80
80
77
70
56
60
50
40
30
20
10
0
Association member
Non-association member
Refined guise
Coarse guise
Figure 30: Yes responses to “Is this person well-educated?” with participant’s cultural
association membership status as a predictor
A mixed model is generated for the question “Is this person well-educated?” Similar to the
mixed effects logistic model in section 3.7.2.2, the dependent variable is whether participants
respond ‘yes’ to the question being asked. Only fixed effects that are reached a level of
significance of p < 0.05, either on their own or in interaction with other fixed effects, are
included in this model.
147
Estimate
Std. error
Z value
Pr(>|z|)
(Intercept)
10.703
2.519
4.249
<0.0001
Guise=Refined
0.511
0.716
0.713
0.4757
Age group=Young
- 7.289
1.768
-4.124
<0.0001
Origin=Singapore
-4.991
1.642
-3.039
0.0024
Association = Yes
-3.924
1.594
-2.462
0.0138
Guise=Refined:Age group = Young
3.932
1.158
3.396
0.0007
Table 25: Coefficients of fixed effects; larger negative coefficients indicate a lower likelihood of
responding ‘yes’ to the question “Is this person well-educated?”
Fixed effects that are significant (p <0.05) regardless of any interactions with other fixed effects,
include age group, origin, and whether or not the participant belonged to an association. More
specifically, younger participants, Singaporean participants, as well as those who belonged to a
cultural association, were more likely to not respond ‘yes’ to the question “Is this person welleducated?” Of these effects, the most significant one is that of age (p <0.0001), followed by the
participant’s origin (p <0.01), and finally that of association membership (p <0.05).
It is then interesting to look at the relationships between age group, origin, membership, and
guise, the question being whether or not younger participants, Singaporean participants, and
participants who belong to Peranakan cultural associations are more likely to identify one guise
as being more “well-educated” than another. However, only the interaction between young
participants and the refined guise is significant (p < 0.001). Young participants are more likely to
identify the refined guise as being spoken by a person who is well-educated. The other
interactions have not been included in this final model presented, since those did not reach
significance level of p <0.05. The only substantial inference that can be made regarding
participant’s origin and participant’s association membership status, is that Singaporean
148
participants and participants who belong to Peranakan cultural associations appear to be more
selective as to who they perceive as being well-educated.
While there is no clear trend where the older participants are concerned, younger participants
perceive speakers who sound “more BM” as being better educated. This is particularly
interesting, considering that BM has a strong covert prestige, but not overt prestige. BM is not
viewed as a language of particular prestige by people outside the community, it is not beneficial
for upward social or economic mobility in the wider community, and it is regarded as a nonstandard language in both Singapore and Malaysia. While their home language never gained any
official status, the Peranakans have been known to place an emphasis on education. Before
British trading began in the region, the male Peranakans were sent to China to be educated there
(Ansaldo et al. 2007:208). When English medium education started in Singapore, the Peranakans
were the first to adopt it (Shellabear 1913). In general, the Peranakans were perceived as “the
best educated and wealthiest and most intelligent section of the Chinese community” (Nathan
1922:77). Since then, education has become widespread in both Singapore and Malaysia, and the
Peranakans are no longer more educated than other ethnic groups. It is thus interesting that
younger participants still associate the refined, “more BM” form with speakers who are bettereducated, since it is common for them to receive the same level of education with their
counterparts from other ethnic groups. On the other hand, it is curious that there is no identifiable
trend of older participants perceiving the refined form as being more educated. There are two
reasons for why this may be so. First, the refined form is not significantly “more BM” to the
older participants than the coarse form (see section 3.7.2.1), and hence, there may be no reason
for them to perceive the refined form as being more or less educated than the coarse form. Next,
commonly cited experiences among older fieldwork consultants include being punished by
Malay teachers for using BM instead of standard Malay. Punishments have since become less
harsh62, and younger participants are less affected, especially in Singapore, since Singaporean
Peranakans are now required to study Mandarin instead of Malay (as they are identified as
62
Older consultants (above the age of 60) shared classroom experiences with the researcher, and these include
having been caned or fined for using BM in Malay language class; another consultant shared that his children were
very recently told off by a Malay teacher for using BM in class, but they were not punished.
149
ethnically Chinese) (see Pakir 1994). If younger participants do not associate bad experiences in
the classroom or in education with BM, they may not be as disinclined towards perceiving their
language as being “more educated”. However, due to the fact that older participants often
responded ‘yes’ to the question “Is this person well-educated?”, this interpretation may be less
valid than the first one.
3.7.3 Implications of sociophonetics experiment
Several implications arise from the sociophonetics experiment.
The phenomenon of the loss of [ɛ] is somewhat paradoxical. Even though the data show change
in apparent time for [ɛ] (refined form), where [ɛ] is not being passed on to the younger
generation (see section 3.7), the sound has perceptual salience particularly for the younger
Peranakans, who may not know other lexical terms that differentiate BM from Malay, or who
may not know that /aɾ/, /al/ and /as/ are coarse forms in BM (see section 3.7.2.1). Usage of the
refined form also allows BM speakers to maintain a separate Peranakan identity. Facing the
possible loss of their language, [ɛ] outrightly distinguishes BM speakers from Malay speakers,
since the coarse forms /aɾ/, /al/ and /as/ forms exist in Malay, but not the refined forms that
utilize [ɛ]. In addition to perceiving the refined form as being “more BM” than the coarse form,
younger Peranakans also perceive the refined form as being produced by Peranakans who are
active in associations that emphasize cultural activities, and who are hence interested in keeping
the culture and community alive.
On a separate but related note, the phenomenon that younger Peranakans have strong
associations with a variant that they are not producing as often fits in with the notion of passive
heritage speakers who are able to comprehend their language and participate in communication
with other speakers, even though they may not speak the language itself (Valdés 2005: 419).
While the younger participants in the current sociophonetic investigation may not be passive
heritage speakers (since they are able to speak the language to some degree), what is noteworthy
is the fact that these participants differ in the social meanings that they assign to the BM variants.
150
This could have consequences for language change in the future, where the two variants in
question may lose their refined and coarse contrast and develop new fixed meanings.
The second paradox is the fact that a form associated with covert prestige can also reflect a high
level of education, and hence better socioeconomic standing. Overt prestige, usually associated
with higher socioeconomic standing, is supposedly characteristic of standard varieties (Labov
1972: 249), such as standard Malay. It is therefore interesting that the younger Peranakans
perceive the “more BM” refined form as being spoken by well-educated speakers. Where
language endangerment and revitalization is concerned, it is encouraging that the language bears
no stigma for the younger generation, as well as the older generation who identify both forms as
being spoken by a person who is well-educated.
Responses to other questions used as predicting factors for the sociophonetics experiment
corroborate the potential for BM revitalization among the Peranakans. These include binary
responses to the following questions (replicated from section 3.7.1.2).
i.
If you have children, would you want your children to speak Baba Malay?
ii. If a person does not speak Baba Malay, can that person be Peranakan?
iii. Do you feel that Baba Malay is endangered?
iv. Are you worried that Baba Malay is endangered?
Responses to these questions did not affect the results to the matched guise tasks, but they show
that the Peranakans are very concerned about language loss. In response to question (iii), 82.5%
felt that BM is an endangered language. This includes responses from both the younger age
group (80%) and the older age group (85%). All other questions yielded 100% to the same
responses among both age groups (the lack of variation in responses also meant that these items
could not be included as fixed effects in the models discussed in section 3.7.2.). While no
participant felt that it was necessary for a person to speak BM in order to be Peranakan, they also
responded that they would want their children to speak BM if they had children, and that they
were worried about BM being endangered.
151
In general, the results from this experiment are encouraging for any potential revitalization
efforts. Going forward, future research should investigate production more closely, especially the
link between proficiency and the production of refined/coarse forms. With regard to perception
itself, an interesting question is whether or not perceptions of refined/coarse forms will differ
when the guises of older and younger speakers are contrasted, since a clear disparity in the
perception of refined/coarse forms exists among younger and older Peranakans. Previous
research has shown that social characteristics (including age) attributed to the speaker may
influence the listener’s perception of the speaker’s variant (Drager 2011). It would be interesting
to find out if listeners identify a variant as being refined more often when listening to an older
speaker than a younger one. If they do, this may imply that listeners are more exposed to older
speakers who utilize the refined form than younger ones. This would further corroborate the
notion that language change is in process, and that [ɛ] may or may not fall out of use in the
future.
152
4. Parts of speech
Since BM is mostly an isolating language, more so than Malay (which utilizes a number of
affixes), word order is crucial in expressing grammatical relations. In view of this, the different
parts of speech in BM can be identified appropriately by their individual distribution. This is
more accurate than purely using semantics, whereby an action constitutes a verb, while a thing
constitutes a noun, and a descriptive word constitutes an adjective. This is especially so when it
is unclear semantically if the word is an action, a thing or a description. For example, the word
salah ‘mistake, wrong’ can be both a noun and an adjective depending on how they are used.
When used following a transitive verb, it is the object complement of the verb, when used
immediately after a subject noun phrase, it can be assumed to most likely be an adjective (the
copula verb is usually not expressed explicitly in BM).
(125) Gua bikin salah
1.SG make mistake
‘I make mistake.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:19:04.0-00:19:05.8)
(126) Gua salah
1.SG wrong
‘I (am) wrong.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:40:04.0-00:40:05.2)
Similarly, marah ‘angry’ can be used as an adjective or a transitive verb. After jangan ‘do not’, it
is used as a verb (section 5.2.8) and where it precedes a noun phrase object complement as with
(128), it is a transitive verb.
(127) Jangan
marah
do.not
angry
‘Do not (be) angry’.
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-042, 00:20:18.1-00:20:19.2)
(128) Dia-orang
sumua marah dia
3.PL
all
angry 3.SG
‘They are all angry at him.’
lah.
EMP
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:04:37.9-00:04:40.4)
153
Hence, this grammar prefers to differentiate between parts of speech using distribution rather
than semantic content. Note that square brackets [ ] are henceforth used to delineate meaning
constituents that are relevant to the discussion, and no longer represent phonetic forms.
4.1
Nouns
Nouns in BM can be identified by the following distribution patterns. They can be used after
noun classifiers (section 4.1.2), before and after demonstratives (section 4.5.2), and after
numerals (section 4.5.3). The following are respective examples of these.
(129) Satu batang
one
CLF.long.thin
‘One umbrella’
payong
umbrella
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-156, 00:05:43.5-00:05:45.0)
(130) Budak ini
child this
‘this child.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:03:23.5-00:03:24.0)
(131) Gua mo
beli ni
1.SG want buy this
‘I want to buy this wood.’
kayu.
wood
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-035, 00:02:23.3-00:02:24.8)
(132) Ni
tiga ékor
babi kuluair
this
three CLF.animal pig
go.out
‘These three pigs went out of the house.’
rumah.
house
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-035, 00:00:43.7-00:00:47.2)
Proper nouns (not personal pronouns) can used after person markers, although this is optional
(section 4.5.1).
(133) Kat
mana si
Mary mo
want
PREP where PERSON
‘Where does Mary want to meet John at?’
jumpa John?
meet
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:02:44.4-00:02:47.3)
Also, in general, the noun phrase can precede verb phrase as subject, or follow verb as object
(section 5.2). In examples (134) and (135) precede and follow the verb. The noun phrases orang
154
‘person’ and dia ‘3.SG’ precede the verb phrase as subjects, while the noun phrases pokok ‘tree’
and tu orang ‘that person’ follow the verb phrase as objects predicated by the verb.
(134) Orang panjat pokok.
Person climb tree
‘A person climbs a tree.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:00:15.6-00:00:17.6)
(135) Dia
téngok tu
orang
that person
3.SG see
‘He saw that person.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:02:29.7-00:02:30.9)
4.1.1 Nominal morphology
Nouns can occur on their own without affixes, as with anjing ‘dog’ in (136) and pokok ‘tree’ in
(137).
(136) Anjing tu
gonggong.
dog that bark
‘That dog barked.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-034, 00:01:48.9-00:01:51.8)
(137) Empat pokok
four tree
‘Four trees.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:00:25.7-00:00:26.8)
Nouns may also be reduplicated. In example (138), adék is singular for ‘sibling’ while the
reduplicated form adék-beradék denotes the plural form ‘siblings’. In example (139), pék
represents father’s elder brother, but this stem is never used on its own, thus the form pék-pék is
preferred.
(138) Pangkat
rank
‘Cousins.’
adék-beradék
sibling -PL
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-132, 00:03:41.4-00:03:43.8)
155
(139) Pék-pék63
‘father’s elder brother.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-132, 00:07:10.4-00:07:11.4)
Noun reduplication is not as productive as verb reduplication is. Noun reduplication appears
largely limited to reduplication of kinship terms as example (139) demonstrates (see section 3.2
for more details).
In addition to reduplicated forms, a noun may be created using the -an nominalizer suffix.
4.1.1.1 Derivational noun morphology
Derivational morphology that create new nouns is non-productive. In fact, the nominalizer suffix
-an is only found with adjectives manyak ‘many’ and kasair ‘coarse’ in the corpus used. This
creates nouns manyak-an ‘many’ and kasair-an ‘coarse manner’.
(140) Manyak -an chakap bikin
many -NMZ speak make/do
‘Many say bikin a lot.’
manyak
many
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:00:36.8-00:00:40.0)
(141) Manyak -an chakap tua.hia
Many -NMZ speak big.brother
‘Many say tua.hia.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-132, 00:01:38.6-00:01:38.5)
(142) Kasair -an
coarse-NMZ
‘Coarse manner.’
Aside from nominalizer -an, there is virtually no other derivational morphology concerning
nouns in SBM.
63
Earlier, pék-pék was represented as peʔ-peʔ since the phonological form was being cited. Here, the orthographic
form is used.
156
4.1.1.2 Nominal compounds
Nominal compounds in BM are noun phrases comprising a noun modified by either noun,
adjective, verb, or even classifier. The following table lists examples of nominal compounds
found in the language, as well as their patterns of modification. For the purpose of illustration,
nominal compounds that use ati ‘heart’, mata ‘eye’ and mulot ‘mouth’ are listed. Note that none
of these patterns are productive ones.
Nominal
compound
Meaning of
individual lexemes
Meaning of compound
Parts of speech
ati baik
heart good
kind
N+A
ati busok
heart smelly
cruel
N+A
ati it gor it
chap
heart one five one
ten
nervous
N + NUM + NUM +
NUM + NUM
jantong ati
heart
beloved
N+N
mata ari
eye day
sun
N+N
mata ayé
eye water
sweetheart
N+N
mata beliak
eye glare
protruding eyes
N+V
mata gelap
eye dark
detective
N+A
mata ikan
eye fish
wart
N+N
mata juling
eye squinty
cockeye
N+A
mata kuching
eye cat
longan fruit
N+N
157
mata lembu
eye cow
fried egg with yolk intact
N+N
mata mata
eye eye
policeman
N+N
mata piso
eye knife
blade of knife
N+N
bijik mata
CLF.small.round
eye
favorite child, apple of
one’s eye
CLF + N
tanda mata
sign eye
heirloom
N+N
mulot asin
mouth salty
ability to make accurate
predictions
N+A
mulot béngok
mouth twisted
twisted mouth
N+A
mulot berat
mouth heavy
inability to express oneself
N+A
mulot bocho
mouth leaky
inability to keep a secret
N+A
mulot busok
mouth smelly
bad breath
N+A
mulot gatair
mouth itchy
uncontrollable mouth
N+A
mulot dunya
mouth world
public opinions
N+N
mulot jahat
mouth evil
caustic mouth
N+A
mulot kering
mouth dry
inability to say more
N+A
mulot manis
mouth sweet
ability to speak sweetly
N+A
mulot pantat
ayam
mouth buttocks
chicken
deceitful mouth
N+N+N
mulot ringan
mouth slim
polite character
N+A
Table 26: List of some nominal compounds in Baba Malay
158
In these nominal compounds, the modifier occurs after the head, except for bijik mata ‘favorite
child, apple of one’s eye’, where a classifier precedes the noun. The head+modifier form of these
nominal compounds is interesting because modifiers do not always occur after nouns in BM (See
sections 4.5.2 and 5.1.5 for examples). With most modifiers following nouns, except for
classifiers, the word order in BM nominal compounds is similar to word order in the lexifier
language, Malay. Modifiers occur after noun heads, except for classifiers. For example, two blue
cars would be expressed in Malay as dua buah keréta biru ‘two CLF.big.object cars blue’. Note
that modifiers occur before noun heads in the substrate language Hokkien.
4.1.2 Noun classifiers and partitives
Noun classifiers and partitives (mass classifiers) are common in BM, although they are nonobligatory. Noun classifiers are presented in the following table.
animals and young children
ékor
fruit
buah
bloom
kuntum
small round items
bijik
durian flesh
uluair (ular, uluair: snake)
long thin items
batang
Table 27: Noun classifiers in Baba Malay
These classifiers are used in front of nouns, together with numerals. Some examples of these are
as follows:
(143) Dua ékor
two
CLF.animal
two fish
ikan
fish
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-148, 00:01:57.9-00:01:59.1)
159
(144) Ini
buah
this
CLF.fruit
‘These are pears.’
pear
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:00:27.9-00:00:28.9)
(145) Se-kuntum
one-CLF.bloom
‘One flower.’
bunga
flower
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-160, 00:02:04.7-00:02:05.7)
(146) Dua bijik
Two CLF.small.round
‘Two diamond chips.’
intan
diamond.chip
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-148, 00:07:12.9-00:07:16.2)
(147) Dua uluair
CLF.durian.flesh/snake
two
‘Two pieces of durian.’
durian
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-148, 00:04:39.5-00:04:41.3)
Besides noun classifiers, BM speakers also use measure words when speaking about mass
nouns in partitive phrases.
bundle
bungkus
bottle
botol
slice
kepéng
cup
changke
bowl
mangkok
spoon
séndok
sheet
hélay, lay, éla
gallon
gantang
quarter gallon
chupak
Table 28: Mass classifiers in Baba Malay
160
Some examples of these partitive phrases are as follows.
(148) Satu bungkus
nasik
one
bundle
cooked.rice
‘One bundle of rice.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-149, 00:27:14.4-00:27:15.7)
(149) Potong-kan satu kepéng
cut-TR
piece
one
‘One piece of cake.’
kék
cake
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-149, 00:01:55.5-00:01:59.3)
(150) Tuang-kan
satu
one
pour-TR
‘One cup of coffee’
changke
cup
kopi
coffee
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-156, 00:16:08.0-00:16:10.1)
(151) Satu mangkok
One bowl
‘One bowl of rice.’
nasik
cooked.rice
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-148, 00:26:58.0-00:27:01.4)
dua
séndok
(152) Kasi gua
Give 1.SG two
spoon
‘Give me two spoons of rice.’
nasik
cooked.rice
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-148, 00:24:47.0-00:24:50.0)
(153) Satu lay
kain
One sheet cloth
‘One sheet of cloth.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-149, 00:08:02.5-00:08:06.0)
4.1.3 Pronouns
Pronouns here refer to a closed set of grammatical items that may substitute a noun phrase. The
set of pronouns in BM include personal pronouns, reflexives, reciprocals and interrogative
pronouns.
4.1.3.1 Personal pronouns
The following is the system of personal pronouns used in BM.
161
1.SG (refined)
(coarse)
saya
gua
1.PL
kita
2.SG
lu
2.PL
lu-orang/ lu
3.SG
dia
3.PL
dia-orang/ dia
Table 29: Personal pronouns in Baba Malay
The personal pronominal system is a mixed system derived from Hokkien and Malay. The words
for the first person (coarse) gua and second person lu are derived from Hokkien, while the rest of
the terms originate from Malay.
Some aspects are noteworthy. While terms are derived from both the lexifier language, Malay,
and the substrate language, Hokkien, calquing occurs whereby terms for second person and third
person plurals are directly translated from Hokkien terms. Second person plural is lin-lâng ‘2.SGpeople’ and third person plural is i-lâng ‘3.SG-people’ in Hokkien. In the BM versions of these
words, nang is replaced by the Malay word for people, orang. It is curious that the first person
plural is not a calque of goá-lâng ‘1.SG-people (Hokkien)’.
Next, while speakers of other languages differentiate between formal and informal registers, BM
speakers differentiate have two registers depending on whether they want to sound alus ‘refined’,
or kasair64 ‘coarse’ (see section 3.3.5). Within the pronominal system, the first person singular
is the only concept that is ostensibly marked as being alus or kasair. The word that BM derives
from Malay, saya, is used as an alus term, while the word that BM derives from Hokkien, gua, is
used as a kasair term. It is interesting to note that that older females appear to use more saya
more often than males or younger females do.65 That gua is used more often than saya among the
Singapore BM-speaking community may be indicative that the language is undergoing changes,
64
Also occurring as halus (after initial h- deletion) and kasar (coarse form).
In fact, while females have also been observed to use gua for the first person singular, the researcher had been
reprimanded several times by an older male speaker for using gua during the course of fieldwork.
162
65
whereby the younger speakers no longer are familiar with what is alus ‘refined’ and what is
kasair ‘coarse’. In addition to these two forms of first personal singular pronouns, Chia (1983)
notes that it was common for pre-war66 Peranakans to refer to themselves in the third person as a
show of humility. This is no longer common nowadays. Other personal pronouns are not
outwardly alus or kasair, although when addressing an interlocutor, it is more alus to use the
interlocutor’s name (and title if appropriate) rather than the second person singular lu. For
example, when enquiring if one has eaten, it is more alus to say “Uncle XX sudah makan? (Has
Uncle XX eaten?)”, rather than “lu sudah makan? (Have you eaten?)”.
Finally, Pakir (1986:146) notes a distinction between first person plural inclusive, kita-orang and
first person plural exclusive gua-orang, and states these terms are analogous to Hokkien lan-lang
‘first person plural inclusive’ and gua-lang ‘first person plural exclusive’. These terms are not
found in the current dataset used. These are also not reported by Lee (1999). Other terms that are
undergoing change include second person plural lu-orang and third person plural dia-orang.
Some speakers use lu and dia instead for these concepts. This variation is also observed by Lee
(1999:20), but not in the earlier work of Pakir (1986). This may indicate language shift (or
decreolization since the language is shifting away from the substrate language and towards the
lexifier language).
4.1.3.2 Reflexives
Reuland (1999) states that the reflexivity of predicates is licensed by either inherent properties of
the verb or by the addition of a form such as self. In BM, reflexives in BM are formed using the
reflexive pronoun sendiri ‘self’, as also noted by Lee (1999). As a reflexive marker, sendiri
denotes the same referent with the one of the subject noun phrase. In the more typical instances,
the subject and the object could have the same referent, such as with examples (154), (155) and
(156). The word sendiri replaces the pronoun or noun referent in the object noun phrase position.
66
War here refers to the 1942-1945 period of the Second World War, when the Malay Archipelago was invaded by
the Japanese.
163
(154) Gua boléh mandi sendiri.
1.SG can
bathe self
‘I can bathe myself.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-150, 00:12:45.2-00:12:46.4)
mandi sendiri.
(155) Budak-budak sumua pi
Child-child all
go
bathe self
‘All the children go bathe themselves.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-154, 00:12:20.9-00:12:22.6)
(156) Kita mandi sendiri
1.PL bathe self
‘We bathe ourselves.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-154, 00:09:38.5-00:09:39.5)
In these instances where the reflexive replaces the object in a sentence, sendiri can also be used
immediately after the subject as an emphatic reflexive, to reinforce the notion that the predicate
concerns the subject himself, herself or itself.
(157) Lu
sendiri suap sendiri.
feed self
2.SG self
‘You yourself feed yourself.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-150, 00:15:29.5-00:15:32.6)
(158) Dia
sendiri mandi sendiri.
3.SG self
bathe self
‘He himself bathes himself.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-150, 00:17:13.4-00:17:16.0)
Similarly, sendiri can be used as an emphatic reflexive in intransitive constructions where
there is no object, reinforcing that the subject carried out the action himself or herself, and
no one else.
(159) Gua sendiri makan, lu
jangan suap gua.
1.SG self
eat,
2.SG do.not feed 1.SG
‘I eat (by) myself, you do not (have to) feed me.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-154, 00:13:08.5-00:13:14.7)
(160) Dia
sendiri jatoh.
3.SG self
fell
‘He himself fell.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-150, 00:27:33.2-00:27:34.9)
164
(161) Kita sendiri tau
mandi.
1.PL self
know bathe.
We ourselves know how to bathe.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-150, 00:14:35.9-00:14:37.6)
Finally, while Lee (1999:21) suggests that reflexives can also be formed with the expression
mia diri ‘POSS self’, mia diri ‘POSS self’ is more accurately analysed as being part of the object
phrase. For instance, in example (162), kita mia diri refers to ‘our selves or bodies’, where diri
is not an anaphora of kita. In fact, this expression was judged to be strange by some but not by
others due to the subject matter.
(162) Kita boléh mandi kita mia diri.
1.PL can
bathe 1.PL POSS self
‘We can bathe our selves/bodies.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-150, 00:14:50.4-00:14:53.5)
4.1.3.3 Reciprocals
Reciprocals in BM are indicated by the expressions satu sama satu ‘one with one’, or satu sama
lain ‘one with all’ depending on the number of people involved in the predicated activity. When
there are only two people involved in a reciprocal relationship, the expression satu sama satu
‘one with one’ is used as an object noun phrase, as with example (163). When more than two
people are involved, the expression satu sama lain ‘one with other’ is used in the same position,
as with examples (164), (165) and (166).
(163) Mary sama Lucy sayang
satu
with
love
one
‘Mary and Lucy love each another.’
sama satu.
with one
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-154, 00:00:16.0-00:00:20.2)
(164) Ini
budak.budak sumua sayang satu
this
children
all
love one
‘These children love one another.’
sama lain
with other
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-154, 00:03:12.2-00:03:18.0)
(165) Dia
adék.beradék sayang satu
3.SG siblings
love one
‘Them siblings love one another.’
sama lain
with other
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-161, 00:00:28.0-00:00:32.7)
165
(166) Itu
empat budak
sayang satu
that four children
love one
‘Those four children love one another.’
sama lain
with other
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-150, 00:05:03.6-00:05:15.8)
There is also some individual variation in expressing reciprocity. The following are examples of
how one consultant prefers to express reciprocity, even though she is aware of the satu sama
satu/ satu sama lain expressions. In these examples, the expression sama sama ‘same same’ is
used either before or after the predicate (note that sama can mean both ‘with’ and ‘same’).
(167) Mark sama Lucy sama sama sayang
with
same same love
‘Mark and Lucy love each other.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-150, 00:00:14.4-00:00:24.0)
(168) Dia
empat budak sayang sama sama
3.SG four child love same same
‘Them four children love one another.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-150, 00:03:34.8-00:03:42.5)
4.1.3.4 Interrogative pronouns
In BM, there are five interrogative pronouns. These are apa ‘what’, siapa ‘who’, siapa punya
‘whose’, berapa ‘how many’, and mana for ‘which’. Interrogative pronouns are interrogatives
that can substitute noun phrases. Not all question words are interrogative pronouns as not all can
be substitutes for noun phrases. Interrogative adverbs include bila ‘when’, mana67 ‘where’, apa
pasal/ pasair/ sair ‘what reason (why)’, apa macham/ apacham/ amcham ‘what like (how)’ and
the rhetorical mana ada ‘where EXIST’ (See section 4.4.2 for more details).
67
Note that mana means both ‘where’ and ‘which’ in BM.
166
what
apa
who
siapa
whose
siapa punya / mia / nia
how many
berapa
which
mana
Table 30: Interrogative pronouns in Baba Malay
The following instances demonstrate how interrogative pronouns may be used in BM. More
details can be found in 5.6.10.1.
(169) Ini
apa?
This what
‘This (is) what?’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:23:11.1-00:23:12.5)
(170) Siapa itu?
who that
‘Who (is) that?’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-042, 00:23:11.1-00:23:12.5)
(171) Siapa punya bubor
who POSS porridge
‘Whose porridge (is) that?’
itu?
that
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-032, 00:04:10.1-00:04:12.1)
(172) Umor lu
berapa
taon?
age
2.SG how.many
year
‘How many years old are you?’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-052, 00:14:51.4-00:14:53.7)
(173) Mana baik, mana satu tak
baik?
Which good which one
NEG good.
‘Which (is) good, which one (is) not good?’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:01:23.2-00:01:26.3)
167
4.2
Verbs
Verbs in BM can by identified by the following distribution patterns. They occur after noun
subjects. Transitive verbs precede noun complements. Verbs also may occur after aspect markers
such as progressive ada, and with other verbs in serial verb constructions. The following are
respective examples of these distribution patterns.
(174) Budak itu
ketawa
child that laughs
‘That child laughs.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:09:16.0-00:09:17.8)
(175) Anjing ambek bakol
dog take basket
‘The dog takes the basket.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:01:19.6-00:01:21.9)
(176) Dia
ada
bikin kuéh
3.SG PROG make cake
‘She is making cake.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:26:46.5-00:26:47.6)
(177) Pi
tidor
go
sleep
‘Go sleep.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:03:24.1-00:03:25.5)
4.2.1 Verbal morphology
Verbs can occur on their own without affixes, such as with both dapat ‘get’ and makan ‘eat’ in
example (178) and senyum ‘smile’ in example (179).
(178) Dapat makan
get
eat
‘Gets to eat.’
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:00:18.2-00:00:19.3)
168
(179) Budak68tu
senyum.
child that smile
‘That child smiles.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:00:35.9-00:00:37.7)
Verbs may also occur in reduplicated forms. In the following instances, these verbs express
tentativeness, meaning that the agents are not walking anywhere or looking at anything in
particular in examples (180) and (181) (see section 3.2).
(180) Jalan jalan
walk walk
‘Take a walk’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:02:13.1-00:02:14.6)
(181) Téngok téngok
see
see
‘Take a look’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:02:14.6-00:02:16.2)
Other than in reduplicated forms, verbs also can take on affixes. In general, verbs undergo more
affixations than nouns. The different types of affixation are discussed in following sections.
4.2.1.1 Derivational verb morphology
Inflectional affixes neither change lexical meanings nor part of speech, while derivational affixes
change lexical meaning, and may also change the part of speech. In BM, there are no inflectional
affixes but a few derivational ones. Two derivational suffixes that are productive are the
transitive suffix –kan and prefix –ter that is attached to verbs to emphasize that something was
done accidentally or with movement.
Transitivity “involves a number of components” regarding the “effectiveness with which an
action takes place”, and one of the many indicators of transitivity is valency (Hopper and
Thompson 1980:251). Valency refers to the number of arguments a verbal predicate takes, and in
68
For both male and female. Gender can be differentiated by adding the words perompuan ‘female’ or jantan
‘male’. Hence budak jantan would indicate ‘boy’, while budak perompuan would indicate ‘girl’.
169
BM, transitivity is increased by the suffix –kan which causes the verbal predicate to take two
arguments instead of one. The productive transitive marker –kan is attached to verbs, regardless
of whether they are inherently transitive as with examples (182) and (183), or intransitive as with
examples (184) and (185).
(182) Amék-kan
gua
mia
aloji
Take-TR
1.SG POSS small.clock
‘Take my small clock.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:10:09.4-00:10:11.7)
(183) Bukak -kan itu
open-TR
that
‘Open that box.’
kepok.
box
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-044, 00:02:07.9-00:02:09.4)
(184) Auntie Jane
selalu
ketawa -kan
always
laugh-TR
‘Auntie Jane always laughs (at) me.’
gua
1.SG
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:18:03.5-00:18:06.4)
(185) Tak
tau
apa
sair dia
pekék-kan
NEG know what reason 3.SG shout-TR
‘Don’t know why she shouted (at) John.’
si
John
PERSON
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:11:50.7-00:11:53.2)
Other than on verbs, the transitive suffix –kan can be attached to adjectives and adverbs to
convert them into transitive verbs. In example (186), panas ‘hot’ is an adjective, while in
example (187), panas-kan is a transitive verb meaning ‘to heat something up’. Similarly, in
example (188), kechik ‘small’ is an adjective, while in example (189), it is a transitive verb
meaning ‘to make something small.’ Example (189) also shows how –kan can be suffixed to an
adverb (kurang ‘less’) to make it a transitive verb.
(186) Ala
panas sair, pakay kopiah dia.
EXCLAM
hot
CONF wear hat
3.SG
‘(Goodness it is) hot indeed, wearing a hat he is.
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:02:26.7-00:02:29.2)
170
(187) Panas-kan
itu
kuah.
hot-TR
that gravy
‘Heat (up) that gravy.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:44:57.0-00:44:59.9)
(188) Tidor ranjang
kechik
sleep bed
small
‘Sleep (on the) small bed.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:02:01.3-00:02:03.3)
(189) Kalo mo
kechik-kan badan kurang-kan roti
if
want small-TR
body less-TR
bread
‘If (you) want to make your body smaller, lessen (your intake of) bread.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:12:27.5-00:12:32.0)
The other derivational affix in BM is ter-. It has two main uses in BM, the first of which is to
indicate that an action occurred accidentally, as shown in examples (190), (191), and (192),
while the second emphasizes that there is movement to the action that is taking place, as shown
in examples (193), (194), and (195). It is possible that the function of ter- meaning ‘movement’
extended from its use as an accidental marker, since the accidental interpretation is also
associated with ter- in Bahasa Melayu and Bahasa Indonesia. Some of the examples could
possibly be interpreted as expressing either ‘accidental’ or ‘movement.’ The glosses in the
examples given below are hence based on context.
(190) Itu
tortoise,
dia
sendiri ter-balék
ACD-return
that
3.SG self
‘That tortoise accidentally flipped itself (upside down).’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-044, 00:10:54.4-00:10:56.6)
(191) Dia
ter-gui
3.SG ACD-kneel
‘He accidentally fell on his knees.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-044, 00:07:44.9-00:07:46.1)
(192) Dia
jalan ter-peléchok
3.SG walk ACD-twist.foot
‘He walked (and) accidentally twisted his foot.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-044, 00:07:43.1-00:07:44.9)
171
(193) Mata dia
ter-kelék.kelék
eye
3.SG MVT-blink
‘His eyes blinked.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:00:23.9-00:00:24.9)
(194) Ter-lompat lompat
MVT-hop
hop
‘Hopping (here and there).’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:00:38.6-00:00:39.8)
(195) Ter-kejar
ni
mia
REL
MVT-chase this
‘(It) chased what is this?’
apa?
what
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:02:08.7-00:02:10.0)
While ter- is necessary in indicating that something is accidentally taking place, it is
optional in indicating movement. This is demonstrated by example (196), which can be
compared to example (194).
(196) Dia
lompat sini, dia
3.SG hop
here 3.SG
‘He hops here and there.’
lompat sana
there
hop
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:02:08.7-00:02:10.0)
The transitive suffix –kan occurs in Malay (both spoken in Singapore/ Malaysia and Indonesia),
where it is said to license arguments that are not syntactically licensed by the base verb (Cole
and Son 2004), in effect, changing the valency of the verb. The prefix ter- also occurs in both
varieties of standard Malay, but its meaning differs slightly than in BM. Again, in Bahasa
Melayu and Bahasa Indonesia, ter- has been analysed as an accidental marker (Sneddon 1996,
Wee 1995), as well as an active marker, a superlative marker, a passive marker, and an
abilitative marker (Chung 2011). The prefix ter- in BM which has the same ‘accidental’
meaning, has developed its own function, indicating ‘movement’. However, it cannot be used as
an active marker, a superlative marker, or as an abilitative marker.
4.2.1.2 Non-productive verb morphology
There are two more suffix forms in BM that are unproductive. These are ber- and me-. The
prefix ber- in Malay is said technically to correlate with the notion of middle voice (Benjamin
172
2009, Windstedt 1927, Windstedt 1945), wherein the agent of the verb performs an action that
involves the agent herself or himself. In BM, some verbs retain reflexes of the ber- prefix but
this prefix has no lexical meaning of its own in BM. The following examples feature words that
begin with the prefix form ber-. BM speakers however do not analyze any of these words as
having two separate components, as a Malay speaker would. For example, a Malay speaker
would recognize that the bergerak in (197) comprises the ber- middle voice prefix and gerak,
meaning ‘movement’.
(197) Tu
bangkuang
tak
bergerak
that turnip
NEG move
‘That turnip does not move.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-034, 00:01:00.5-00:01:03.3)
(198) Itu
orang tak
tau
berenang
that person NEG know swim
‘He doesn’t know (how to) swim.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-044, 00:16:31.0-00:16:33.2)
(199) Dia-orang
bertengkar
3.PL
argue
‘They argued.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-044, 00:11:47.4-00:11:50.7)
(200) Bergetair
Tremble
‘Tremble.’
lah
EMP
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:05:00.2-00:05:01.7)
The presence of ber- is infrequent, and not used to indicate middle voice. Instead, where
speakers of standard Malay would use ber- to form middle voice forms of berchakap ‘speak’,
berfikir ‘think’69, and berlari ‘run’ respectively in examples (201), (202), and (203), BM
speakers prefer to produce forms without ber-.
(201) Kita chakap
Peranakan
1.PL speak
‘We speak Peranakan.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:05:00.2-00:05:01.7)
69
Malay fikir ‘think’ corresponds to BM pikay.
173
(202) Goldilocks
tak
pikay siapa punya bubor
NEG think who REL porridge
‘Goldilocks did not think whose porridge that (was).’
itu
that
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-032, 00:04:08.7-00:04:12.1)
(203) Terus
dia
straight
3.SG
‘Straight he ran.’
lari
run
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:03:01.5-00:03:02.8)
In addition to the prefix form ber-, the prefix form me- is also found, occurring unproductively in
BM. The prefix me- is commonly analyzed as an active voice marker in the standard Malays of
Singapore and Malaysia, as well as Indonesia (Chung 1976, Nomoto and Shoho 2007, Son and
Cole 2008). Again, in the examples below, BM speakers do not analyze these words as having
two separate components, namely a me- active prefix and a root. They state that they do not
know any component words such as nyalap ‘howl’ or ngantok ‘yawn’.
(204) Itu
kuah sudah
menidi.
that gravy already
boil
‘That gravy (is) already boiled.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:45:15.2-00:45:17.3)
(205) Tu
anjing menyalap.
that dog howl
‘That dog howled.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-034, 00:01:40.2-00:01:44.6)
(206) Mengantok.
yawn
‘Yawn.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:29:44.0-00:29:45.5)
(207) Sini dua
ékor
memisék70
here two
CLF.animal whisper
‘Here (these) two are whispering.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043,00:13:10.2-00:13:13.5)
70
Note that the Malay version of me-bisek is membisek ‘whisper’, the coda of the suffix agreeing in place of
articulation with the onset of the first syllable on the root form bisek. This does not occur in BM.
174
In other instances, speakers produce two versions of the verb, one with me- and one without
me-. Out of the lexicon collection of about 1100 words, there are only two words that
commonly show up with differing forms. They are nyanyi and menyanyi ‘sing’ in examples
(208) and (209), as well as nangis and menangis ‘cry’ in examples (210) and (211). While the
form of nyanyi in (208) might be explained by the fact that the sentence is an imperative, as
compared to (209), examples (210) and (211) show that me- does not appear to be particularly
indicative of the active form as it would have been in Malay, otherwise both verb form in (210)
would have to take on the me- prefix. Examples (5) and (6) are replicated as (210) and (211).
(208) Nyanyi
lah, lagu terang bulan ka,
sing
EMP song bright moon or
‘Sing the Bright Moon song or (something else),’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:08:26.2-00:08:28.9)
(209) Kita sama sama menyanyi.
1.PL same same sing
‘We sing together.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:08:26.2-00:08:28.9)
(210) Téngok
bapak dia
mati, dia
tak
nangis.
see
father 3.SG die
3.SG NEG cry.
‘See, his father passed away, (and) he did not cry.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-021, 00:32:44.0-00:32:46.3)
(211) Dia
kuluair dari rumah menangis.
3.SG go.out from house cry
‘She left the house crying.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:04:18.3-00:04:20.9)
Considering that me- is not lexically meaningful, it is better to treat both versions of each word
above as different variations of the same word, but denoting the same notion. Again, it is much
more common for BM speakers to not use the me- form at all, as demonstrated in the following
examples. Malay speakers would otherwise replace bacha ‘read’ with membacha in (212),
dengair ‘listen’ with mendengar71 in (213), and jual ‘sell’ with menjual in (214) to indicate that
these verbs are active.
71
There is no -air form in Malay.
175
(212) Mak
tu
ada
bacha lagik.
mother
that PROG read more
‘That mother is reading more.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:08:53.3-00:08:57.0)
(213) Gua tak
dengair
apa
1.SG NEG hear
what
‘I do not hear what you speak.’
lu
2.SG
chakap.
speak
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:09:17.6-00:09:20.7)
(214) Orang jual batu
person sell
stone
‘The person sells stone.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:03:06.1-00:03:07.7)
Hence, both ber- (middle voice marker in Malay) and me- (active marker in Malay) prefix
forms are neither productive nor lexically meaningful in BM.
4.2.1.3 Verbal compounds
Verbal compounds in BM are verb phrases comprising a verb and a modifier. Modifiers include
noun, adjective, verb, as well as preposition phrase. The following table lists examples of verbal
compounds found in in the language, as well as their patterns of modification. For the purpose of
demonstration, the verbs buang ‘throw’, buat ‘do, make’, and naik ‘ascend’ are used (note that
there are two words for ‘do, make’ in BM, the other word being bikin). None of these verbal
patterns are productive ones
Verbal
compound
Meaning of individual
lexemes
Meaning of
compound
Parts of speech
buang ayé
throw water
urinate
V+N
buang ayé
besair
throw water big
defecate
V+N+A
176
buang ayé
kechik
throw water small
urinate
V+N+A
buang buang
throw throw
exorcise
V+V
buang mata
throw eye
keep an eye on
someone or something
V+N
buang mulot
throw mouth
convey by speaking
(as opposed to
writing)
V+N
buang se-belah throw one-side
aside from
V + NUM + PREP
buang segan
throw shy
stretch upon waking
up
V+A
buang terbiat
throw attitude
throw tantrum
V+N
buat bodoh
do/ make stupid
feign ignorance
V+N
buat mahal
do/ make expensive
play hard to get
V+A
buat malu
do/ make embarrassed
cause embarrassment
V+A
buat mungka
do/ make face
be sour-faced
V+N
buat suay
do/ make unlucky
cause misfortune
V+A
buat susah
do/ make difficult
cause difficulty
V+A
buat tak
dengair
do/ make not hear
pretend to not hear
V + NEG + V
naik baik
ascend good
change for good
V+A
naik chuan
ascend breathless
be breathless
V+A
naik darah
ascend blood
be angry
V+N
177
naik geléték
ascend tickle
be up to mischief
V+V
naik geram
ascend furious
be furious
V+A
naik gila
ascend mad
be mad
V+A
naik lemak
be up to mischief
ascend
cooked.in.coconut.milk
V+A
naik pangkat
ascend rank
be promoted
V+N
naik sedap
ascend delicious
be satisfied
V+A
naik seram
ascend frightening
be frightened
V+A
Table 31: List of some verbal compounds in BM
In general, the shape of verbal compounds appear to follow that of a verb phrase comprising verb
and complement.
4.3
Adjectives
Adjectives in BM occur before or after nouns they modify. When used before a noun, they
usually occur with relative marker punya (shortened versions being mia and nia), as in example
(216). Adjectives may also occur after the verb ada when it functions as a copula (see section 5.2
for other usages of ada), as in example (217). It is however much more common for the copula
to be omitted, as with example (218).
(215) Beruang
kechik ada
mangkok
bear
small have bowl
‘Small bear has (a) small bowl.’
kechik
small
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:01:20.9-00:01:22.4)
(216) Cherita-kan gua betol
story-TR
1.SG real
‘Tell me a real story.’
mia
REL
cherita
story
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:03:20.8-00:03:26.7)
178
(217) Ada baik tak
a?
COP good NEG COP
‘Are (you) good or not?’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:00:09.9-00:00:11.2)
(218) Taukay
kebun ni
kiam
sair
boss
garden this
miserly
CONF
‘This boss (of the) garden is miserly indeed.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:01:03.7-00:01:05.8)
4.3.1 Adjectival morphology
Adjectives can occur on their own, as with mahal ‘expensive’ and chanték ‘beautiful’ in
examples (219) and (220).
(219) Tapi mahal
lah
but
expensive
EMP
‘But (it is) expensive.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:02:30.8-00:02:32.9)
(220) Chanték
sekali
beautiful
very
‘Very beautiful.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:02:35.7-00:02:37.2)
Adjectives can occur in reduplicated forms, to indicate tentativeness (see section 5.2.5.7).
(221) Tawair -tawair
Tasteless-tasteless
‘Kind of tasteless.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:11:12.7-00:11:15.0)
In other instances, when reduplicated, adjectives function as adverbs (see section 4.4).
Adjectives are also not formed with affixes. When affixed with nominalizer -an, nouns are
formed instead (see section 4.1.1.1).
4.4
Adverbs
Adverbs modify adjectives or verbs. They may thus precede or follow adjectives, as with
examples (222) and (223). They may also precede or follow the verb phrases that they modify, as
with examples (224) and (225).
179
(222) Kambing
dia
kuat sekali.
goat
3.SG strong very
‘The goat, it (is) very strong.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:01:52.8-00:01:54.6)
(223) Ada satu bangkuang
dia
téngok betol besair.
EXIST one
turnip
3.SG see
really big
‘There was one turnip he saw (that was) really big.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-034, 00:00:27.0-00:00:30.5)
(224) Dia
[peték tu
buah
3.SG pluck that CLF.fruit
‘He plucked those bears again.’
pear] lagik
again
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:01:50.5-00:01:53.0)
(225) Si
tua
tu
pelan-pelan [angkat
old
that slow-slow
lift
PERSON
‘That old person slowly lifted one by one.’
satu-satu.]
one-one
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:04:10.4-00:04:11.5)
4.4.1 Adverbial morphology
Adverbs may occur on their own, as with selalu ‘always’ and macham ‘like that’ in examples
(226) and (227). Note that the short form of pegi ‘go’ is pi.
(226) Dia
selalu pi
sana.
3.SG always go
there
‘She always goes there.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:02:39.8-00:02:41.2)
(227) Dia-orang
sudah
biasa
already
3.PL
used.to.it
‘They are already used to it more or less.’
macham.
like.that
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:04:58.9-00:05:01.1)
There is no affixation process that creates adverbs. However, reduplication may result in the
formation of adverbs, the base form for reduplication being adjectives in these instances.
180
(228) Pelan-pelan, satu-satu,
budak masok-kan
slow-slow
one-one
child enter-TR
‘Slowly, one-by-one, the children put (the pears) in.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:04:58.9-00:05:01.1)
(229) Apa sair gua
chakap
lu
dudok diam-diam?
what reason 1.SG speak
2.SG sit
quiet-quiet
‘Why are you sitting quietly (while) I speak?’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-045, 00:19:50.6-00:19:52.8)
(230) Sandah
baik-baik
good-good
lean
‘Lean properly.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-044, 00:06:23.4-00:06:24.7)
(231) Misti angkat baik-baik
Must carry good-good
‘Must carry properly.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:01:05.5-00:01:07.2)
However, these adverbs may also occur in a non-reduplicated form in casual speech, as with
examples (232) and (233). Essentially, adjectives may function as adverbs. Note that example
(232) features both the reduplicated form lekas lekas ‘quickly’, and the non-reduplicated form
lekas, which also functions as an adverb that modifies the verb, instead of as an adjective.
(232) Lekas-lekas datang lekas datang.
quick-quick come quick come
‘Quickly come quickly come.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:04:58.9-00:05:01.1)
(233) Ketawa
ketawa
lekair senyum
laugh
laugh
quick smile
‘Laugh, laugh and quickly smile.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-044, 00:06:16.5-00:06:18.0)
Besides not having affixes that form adverbs, BM also appears to not have adverbial
compounds.
181
4.4.2 Interrogative adverbs
Interrogative adverbs include bila ‘when’, mana ‘where’, apa pasal, literally ‘what reason’, and
apa macham, ‘what like’. Apa pasal and apa macham function as ‘why’ and ‘how’ respectively.
Mana ada, literally meaning ‘where EXIST’ is used as a rhetorical question, where the implied
answer is negative. While interrogative pronouns can substitute for the noun phrase, interrogative
adverbs are able to substitute the adverbial clause. Interrogative adverbs usually concern time,
location, or the manner in which something was done, except for mana ada. Note that there are
two other forms for pasal ‘reason’, the first being the refined form pasair (see section 3.3.5), the
second being sair, a shortened version of pasair. Sair is the most commonly used form in casual
speech. The shortened version of macham in apa macham is cham.
when
bila
where
mana
why ‘what reason’
apa pasal/ pasair/ sair
how ‘what like’
apa macham/ cham
rhetorical ‘where EXIST’
mana ada
Table 32: Interrogative adverbs in BM
The following examples demonstrate how these interrogative adverbs are used in BM. More
details can be found in section 5.6.10.1
(234) Bila gua
panggay
when 1.SG ask
‘When did I ask to come?’
John
datang?
come
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-093, 00:07:47.7-00:07:49.6)
(235) Mana pi
si
Mary?
where go
PERSON
‘Where goes Mary?’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:08:42.2-00:08:43.5)
182
(236) Apa sair gua
chakap lu
tak
jawab gua?
what reason 1.SG speak 2.SG NEG answer 1.SG
‘Why are you not answering when I speak?’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-045, 00:20:03.9-00:20:06.9)
(237) Apa macham
mo
masak iték
tim?
what like
want cook duck double-boil
‘How (do I) want to cook double-boiled duck (soup)?
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:04:30.9-00:04:33.1)
(238) Mana ada
piso?
where EXIST knife
‘Where is the knife (implying there is no knife)?
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:21:02.8-00:21:05.6)
4.5
Determiners
Determiners in BM include person markers, demonstratives, numerals and other quantifiers.
4.5.1 Person marker
Si is used as a person marker in BM. It can be used directly before a person’s name, or with
attributes that describe a person (usually with personal pronouns, nouns and adjectives). The
usage of si is not mandatory. For example, si does not precede John in example (239).
(239) Apa sair si
what reason PERSON
‘Why did Mary kill John?’
Mary bunoh John?
Mary kill
John?
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:01:06.7-00:01:09.1)
(240) Si
sa
ko
bongsu.
third paternal.aunt youngest.child
PERSON
‘Youngest third paternal aunt.’
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:09:01.2-00:09:02.9)
(241) Téngok
si
tua
tu
look
PERSON
old
that
‘Look at the old man plucking his pear.’
peték dia
pluck 3.SG
mia
pear.
POSS
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:05:36.9-00:05:38.7)
183
(242) Bila gua
boléh jumpa si
ano
when 1.SG can
meet PERSON
anonymous
‘When can I meet this anonymous person?’
ni?
this
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-107, 00:12:11.7-00:12:15.2)
Si in BM can be attributed to Malay, where it is also used as an optional person marker. There is
no similar person marker in Hokkien, except for eng which is used with kinship terms (see
Appendix A).
4.5.2 Demonstratives
Four demonstratives in BM are ini ‘this’ and itu ‘that’, as well as sini ‘here’ and sana ‘there’.
The shortened forms or ini ‘this’ and itu ‘that’ are ni and tu respectively. Ini and itu can be used
as demonstrative pronouns as with examples (243) and (244), where these words stand in for
nouns in a deictic way – these words can only be understood in context.
(243) Ini
buah
this CLF.fruit
‘This is a pear.’
pear.
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:00:27.9-00:00:28.9)
(244) Lepas itu
kita
boléh buat soup
after that 1.PL can
make
‘After that we can make turnip soup’
bangkuang
turnip
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-034, 00:00:38.8-00:00:46.6)
Besides demonstrative pronouns, ini and itu can also be used as demonstrative determiners that
occur together with nouns. As determiners, ini and itu can precede or follow nouns, as with
examples (245) and (246), and examples (247) and (248) respectively.
(245) Ni
tiga ékor
babi tinggal sama mak babi
this three CLF.animal pig
live
with mother pig
‘These three pigs live with mother pig.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-035, 00:00:23.0-00:00:25.0)
(246) Itu
bangkuang
pun
tak
that turnip
also NEG
‘That turnip also does not move.’
bergerak.
move
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-034, 00:01:20.0-00:01:22.2)
184
(247) Budak ini
sangat kechik lah.
child this very small EMP
‘This child is very small.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:03:23.5-00:03:25.3)
dia
tolak bicycle itu.
(248) Sekarang
now
3.SG push
that
‘Now he is pushing that bicycle.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:04:34.6-00:04:36.3)
Sini ‘here’ and sana ‘there’ are also to be interpreted deictically, based on context. (Note that
the shortened version of tak ada ‘NEG have’ is tak -a.). Examples of their usage are as follows.
(249) Kita sini tak-a
pokok.
1.PL here NEG-have
tree
‘We do not have the tree here.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:00:35.5-00:00:36.9)
(250) Lama
tak
jalan sini.
NEG walk here
Long.time
‘(I have) not walked here (for) a long time.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:00:06.5-00:00:08.3)
(251) Pusing sini pusing sana.
turn here turn there
‘Turns here and turns there.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-044, 00:22:09.8-00:22:11.6)
(252) Dia
tau
sana ada
orang.
3.SG know there EXIST people
‘He knows there is someone (there).’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:02:23.1-00:02:24.8)
4.5.3 Numerals
Two sets of cardinal numerals are used. One set is derived from Malay, while the other from
Hokkien. In general, the Malay terms for numbers are used. Hokkien numerical terms are used
specifically with lunar calendar dates and kinship terms.
The following table shows the set of Malay numbers used in BM. Note that se- is short for satu
‘one’, and is the only numeral that has its own shorter prefix version.
185
1
satu
11
se-belas
2
dua
12
dua-belas
3
tiga
13
tiga-belas
4
empat
20
dua-puloh
5
lima
30
tiga-puloh
6
enam
40
empat-puloh
7
tujoh
41
empat-puloh satu
8
lapan
100
se-ratus
9
semilan
200
dua-ratus
10
se-puloh
1000
se-ribu
Table 33: Numerals derived from Malay
Examples (253) and (254) show how these Malay-derived general numerals are used.
(253) Ada satu orang tua
person old
EXIST one
‘There is an old person.’
lah
EMP
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:00:21.5-00:00:24.0)
(254) Ada tiga ékor
EXIST three CLF.animal
‘There are three bears.’
beruang
bear
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-032, 00:00:25.2-00:00:27.3)
On the other hand, the Hokkien-derived numbers are only used for particular domains that are
discussed using Hokkien terms. These include kinship and lunar calendar dates. The lunar
system is used in particular for keeping track of Chinese festivities, which are traditionally
important to the Peranakans. Note that there are fifteen days to the lunar month, thus Hokkien
numbers used in BM do not usually exceed fifteen.
186
1
it
9
gau
2
ji
10
chap
3
sa
11
chap-it
4
si
12
chap-ji
5
gor
13
chap-sa
6
lak
14
chap-si
7
chit
15
chap-gor
8
puay
Table 34: Numerals derived from Hokkien
Examples (255) and (256) show how these Hokkien-derived numeral are used.
(255) Ji
pék.
two father’s.elder.brother
‘Second uncle (who is older than one’s father).’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-132, 00:07:50.6-00:07:52.0)
(256) Bila chuay
it chap-go gua
pi
sohio.
when beginning.lunar.month one fifteen 1.SG go
burn.incense
‘I will go burn incense on the first and the fifteenth of the lunar month.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-171, 00:09:53.9-00:09:56.8)
4.5.3.1 Other numerical expressions
Odd-numbered items are referred to as ganjil, while even-numbered items are referred to as
being in pairs or pasang.
187
(257) Bila kita tangkap gambair, kita tak suka ganjil,
mesti ber-pasang.72
when 1.PL capture picture 1.PL NEG like odd.number must Poss-pair
‘when we take photographs, we do not like odd numbers, (we) must have pairs.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-148, 00:12:02.8-00:12:09.8)
While gangil cannot be used to count, pasang can be used for counting items.
(258) Se-pasang
gelang
one-pair
bracelet
‘One pair of hand bracelets.’
tangan
hand
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-148, 00:09:56.6-00:10:06.7)
(259) Se-pasang
kasot manék
one-pair
shoes bead
‘One pair of beaded shoes.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-148, 00:08:24.0-00:08:31.3)
Pasang can also be used to refer to two items that may not form natural pairs such as shoes or
bracelets.73
(260) Se-pasang
suluair
one-pair
pants
‘one pair of pants (technically two pants).’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-148, 00:08:54.3-00:08:56.4)
Other numerical expressions include satu satu (one by one), dua dua (two by two), and so on
and so forth.
(261) Satu-satu,
budak masok-kan
one-one
child put.in-TR
‘One by one, children put in (the pears).’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:05:51.4-00:05:42.3)
4.5.4 Quantifiers
Quantifiers in BM include sumua ‘all’, manyak ‘many’, berapa ‘some’, sikit ‘little’. These can
be used on their own as nouns, or be used to modify other nouns and adjectives (see section 5.3.6
72
73
Only instance where ber- appears to indicate some notion of possession.
The Peranakan bride wears one on each hand.
188
for modification of adjectival phrases). The following examples demonstrate how they are used
in BM. Example (262) shows how the quantifier can be used as a noun on its own. Examples
(263), (264) and (265) show how these typically modify nouns, and example (266) demonstrates
how quantifiers can modify adjectives too.
(262) Sumua
kata sedap.
all
say
delicious
All say (it’s) delicious.
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:10:04.8-00:10:05.8)
(263) Kita sumua ada
chakap
sama tu
1.PL all
PROG talk
with that
‘All of us are talking to the two boys.’
dua
two
budak.
child
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-071, 00:16:41.5-00:16:49.8)
(264) Makan ikan manyak.
eat
fish many
‘Eat a lot of fish.’
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:03:44.4-00:03:46.6)
(265) Tu
dua
budak chakap sama kita
that two
child talk
with 1.SG
‘Those two children talked to some of us.’
berapa orang
some people
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-071, 00:18:06.8-00:18:09.3)
(266) Asien-asin
somewhat.salty
‘A little salty.’
sikit.
little
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:11:18.0-00:11:20.8)
4.6
Prepositions
Prepositions here refer to a closed set of lexemes that occur before noun phrase complement.
They form adverbial phrases with these noun phrase complements. Prepositions in BM include
general prepositions dekat and di, dalam ‘inside’, dari ‘from’, sampay ‘until’ and sama ‘with’.
Dekat (short version kat) literally means ‘near’, as shown by its use in example (267). It has been
grammaticalized and is used as a general preposition. It is used to denote the concepts of at, as
189
demonstrated by examples (268) and (269), in, as with example (270), to, as with example (271),
and on, as with example (272).
general prepositions
dekat
at, in, to, on
di
inside
dalam (dekat dalam, di dalam)
front
depan (dekat depan, di depan)
beside
se-belah (dekat se-belah, di se-belah)
behind
belakang (dekat belakang, di belakang)
top
atas (dekat atas, di atas)
bottom
bawah (dekat bawah, di bawah)
from
dari
until
sampay
with
sama
Table 35: List of prepositions in Baba Malay
(267) Kupukupu
trebang
di
dekat itu
butterfly
fly
PREP near that
‘The butterfly flew near that dog.’
mia
REL
anjing.
dog
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:01:36.8-00:01:41.7)
(268) Dia
tarok kat
depan
3.SG put
PREP front
‘He put (it) in front.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:03:05.0-00:03:06.4)
(269) Dekat dia
nia
kebun
PREP 3.SG POSS garden
‘At his garden.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-034, 00:00:22.0-00:00:23.4)
190
(270) Se-kali
dia
angkat tulang itu
one-time
3.SG lift
bone that
‘Once it lifted that bone in its mouth.’
dekat mulot dia.
PREP mouth 3.SG
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:02:46.5-00:02:48.6)
(271) Dia
salin-kan
dekat bakol
3.SG transfer-TR PREP basket
‘He transferred (the pears) to the basket.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:00:50.8-00:00:55.4)
(272) Satu couple ada
tarok dia
mia
kain dekat rumpot
one
PROG put
3.SG POSS cloth PREP grass
‘One couple is putting their cloth on the grass.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:05:36.3-00:05:41.3)
Di is another general preposition whose use is derived from Malay where it is used to indicate
‘at’. It is used in sentences where dekat is already used to denote ‘near’. Example (267) is
replicated here as example (273). Di is much less frequently used than dekat, and may be a later
development in BM, as speakers begin to borrow more from Malay.
(273) Kupukupu
trebang
di
dekat itu
butterfly
fly
PREP near that
‘The butterfly flew near that dog.’
mia
REL
anjing.
dog
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:01:36.8-00:01:41.7)
(274) Kerekot
di
dekat panjang
bent.and.curled.up
PREP near bed
‘Bent and curled up on the bed.’
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:04:26.2-00:04:28.5)
(275) Datang
di
tepi
sunggay
come
PREP side river
‘Came to the side of the river.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:02:14.1-00:02:17.3)
(276) Tulang di
mulot, buang di
sunggay
bone PREP mouth throw PREP river
‘Bone in the mouth, thrown into the river.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:02:14.1-00:02:17.3)
Another preposition in BM is dalam ‘inside’. It can also be used together with the general
preposition dekat, as demonstrated by examples (278) and (279).
191
(277) Dia-orang
punggot
itu
buah
pear masok dalam bakol
3.PL
pick.up
that CLF.fruit
enter inside basket
‘They picked up those pears (and) put (them) inside the basket.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:03:56.1-00:03:58.5)
(278) Dia
tarok bunga kat
dalam kepok.
3.SG put
flower PREP inside box
‘He put flowers inside the box.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:04:07.9-00:04:09.9)
(279) Dia
mia
kodok kat
dalam sana
3.SG POSS frog PREP inside there
‘His frog (is) inside there.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:09:50.3-00:09:52.8)
Depan is used to indicate ‘front’. Again, other prepositions may occur before depan, as with
examples (282) and (283).
(280) Depan carpark
ada
ini
kebun bunga
front
EXIST this
garden flower
‘In front of the carpark there is this flower garden.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-107, 00:07:32.8-00:07:38.7)
(281) Kebun bunga depan carpark
garden flower front carpark
‘The flower garden is in front of the carpark.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-107, 00:07:51.2-00:07:54.6)
(282) Di
depan carpark
nanti jumpa satu kebun bunga
PREP front carpark
later meet one
garden flower
‘In front of the carpark (you) will see one flower garden.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-107, 00:08:12.0-00:08:17.2)
(283) Dia
tarok kat
depan
3.SG put
Prep front
‘He puts (it) in front.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:03:04.4-00:03:06.4)
Se-belah, literally ‘one-side’ is used to indicate ‘besides.’ It can be used with a preceding
general preposition, as demonstrated by example (286).
192
(284) Se-belah
park satu keday kopi
one-side
one
shop coffee
‘Beside the park (is) one coffee shop.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-103, 00:11:30.9-00:11:34.1)
(285) Lu
mesti seberang
sempang
se-belah supermarket.
2.SG must cross
traffic.junction
one-side
‘You must cross the junction beside the supermarket.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-103, 00:14:22.6-00:14:27.1)
(286) Di
se-belah,
dia
ketok apa?
PREP one-side
3.SG knock what
‘Beside, they are knocking what?’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:14:31.8-00:14:33.5)
Belakang is used to denote ‘behind’, as demonstrated by examples (287) to (289).
(287) Tempat
buang ayé
belakang
restaurant
place
throw water behind
‘The toilet is behind the restaurant indeed.’
sair
CONF
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-103, 00:13:29.4-00:13:33.5)
(288) Belakang
restaurant
tu
ada
chiwan
behind
that EXIST toilet
‘Behind that restaurant there is a toilet.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-107, 00:05:29.4-00:05:34.2)
(289) Anjing utan kejair belakang
dog jungle chase behind
‘The wolf chased behind him.’
dia
3.SG
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-035, 00:04:22.3-00:04:23.9)
Atas is used to indicate ‘top’, as shown in examples (290) to (291).
(290) Dia
naik tangga atas pokok.
3.SG ascend ladder top
tree
‘He climbs a ladder to the top of the tree.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:01:08.6-00:01:12.1)
(291) Rumah-rumah atas bukit
top
mountain
house-PL
‘The houses are on top of the mountain.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:03:58.2-00:04:00.6)
193
(292) Kodok dekat atas itu
yacht senang
frog PREP top
that yacht relax
‘The frog is on top of that yacht relaxing.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:00:53.5-00:00:56.4)
Bawah is used to denote ‘bottom’.
(293) Dia
dudok bawah
pokok.
3.SG sit
bottom
tree
‘He sat at the bottom of the tree.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:01:34.9-00:01:37.1)
The notion ‘from is expressed by the preposition dari.
(294) Si
sa
ko
dari mana
PERSON
three paternal.aunt from where
‘Third paternal aunt from where?’
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:08:49.3-00:08:53.2)
(295) Dia
jatoh dari ranjang
from bed
3.SG fall
‘She fell from the bed.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:08:29.1-00:08:31.3)
mesti seberang satu sempang
(296) Dari tempat letak keréta, lu
from place park car
2.SG must cross
one traffic.junction
‘From the car park, you must cross one junction.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-103, 00:11:02.0-00:11:05.1)
Sampay undergoes grammaticalization. Its original meaning that is also retained in BM is
‘reach’ while the preposition it forms is ‘until’, a related notion. Sampay can be used to indicate
‘until’ with regard to place, as with example (298), time, as with example (299), and state, as
with example (300). Example (297) shows how sampay is used to mean ‘reach’.
(297) Apa macham
gua
what like
1.SG
‘How can I reach there?’
boléh sampay
can
reach
sana?
there
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-103, 00:18:27.4-00:18:31.7)
(298) Gua sudah
jalan sampay
1.SG already
walk until
‘I already walked until here.’
sini
here
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:16:04.9-00:16:07.3)
194
(299) Dudok sampay
pukol lima
sit
until
strike five
‘Sit until five o’clock.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:03:03.3-00:03:05.6)
(300) Dia dudok bicycle chepat pulak
sampay dia
nia buah
pear
jatoh
3.SG sit
fast
instead until
3.SG
fall
POSS CLF.fruit
‘He rode the bicycle fast instead, until his pears fell.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:03:11.6-00:03:13.0)
Besides being used literally to mean ‘same’, and as a conjunction (see section 4.7), sama is
also used as a preposition, denoting with. General use of sama is demonstrated in examples
(301) to (304).
(301) Orang itu
pukol kuching
sama kayu.
person that hit
cat
with stick
‘That person hit the cat with the stick.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:40:58.1-00:41:00.2)
(302) Ini
kawan, dia
datang sama apa?
this
friend 3.SG come with what
‘This friend, he came with what?’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:01:34.9-00:01:37.1)
(303) Pi
masak sama dia
go
cook with 3.SG
‘Go cook with it (fish).’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:12:43.3-00:12:45.2)
(304) Dia
chakap sama dia
3.SG speak with 3.SG
‘He is talking to him.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:02:44.4-00:02:46.0)
Sama is also used in comparatives, as demonstrated by example (305) (refer to section 5.3.1 for
more details and examples).
(305) Dia
tinggi sama ngko
dia.
3.SG tall
with older.brother 3.SG
‘He is as tall as his brother.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:10:31.5-00:10:33.6)
195
Additionally, sama is used to connect verb with its object noun phrase, as compared to the
obliques in examples (302) to (305). This is demonstrated in examples (307) to (309). Example
(306) shows that this is optional for transitive verbs, when compared to example (307).
Inserting sama is also a way of making an intransitive verb transitive, as example (309)
demonstrates.
(306) Dia
sumua halo tu
3.SG all
chase that
‘They all chased that dog.’
mia
REL
anjing
dog
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:04:32.1-00:04:34.1)
(307) Halo
sama budak ini
chase.away with boy this
‘Chase away this boy.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:06:02.5-00:06:04.6)
(308) Rindu sama gua
miss with 1.SG
‘Miss me.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:29:51.9-00:29:54.3)
(309) Senyum
sama gua
smile
with 1.SG
‘Smile at me.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:18:07.3-00:18:08.7)
4.7
Conjunctions
The following table features conjunctions that are commonly used in BM.
196
and
sama
finish
habi/abi
or
ka
but
tapi
because
pasal/ pasair
if
kalu
when
bila
although (literally ‘really also’)
sunggu pun
Table 36: List of conjunctions in Baba Malay
The following example sentences show how they are used. Examples (310) to (312) demonstrate
the using of coordinating conjunctions. These are used to conjoin similar phrases, or clauses at
the same level. In example (313), the subject noun is unexpressed in the second clause (see
section 5.6.2), and both components being conjoined are clauses. Constituents involved in
conjunction are presented in parentheses.
(310) [Ini
kupukupu]
sama [anjing
this
butterfly
and dog
‘This butterfly and this dog’
ni].
this
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:01:48.0-00:01:50.4)
(311) [Mak pegi pasair],
habis tu
[dia pegi kopitiam].
market
finish that 3.SG go
coffee.shop
mother go
‘Mother went to the market. After that she went to the coffeeshop.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-110, 00:01:23.4-00:01:29.3)
(312) Gua rasa ini
[anak dia] ka
1.SG think this
child 3.SG or
‘I think this is his child or grandchild.’
[chuchu
grandchild
dia].
3.SG
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:02:13.0-00:02:15.0)
(313) [Gua mia
adék bikin kék] tapi [tak
1.SG POSS sibling make cake but
NEG
‘My sister baked a cake but it was not delicious.’
sedap].
delicious
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-117, 00:14:38.9-00:14:44.6)
197
Examples (314) to (316) show the use of subordinating conjunctions. These ones link
subordinate clauses to main clauses. The subordinate clauses in the following examples are
presented in parentheses. Example (315) is specifically a conditional expression.
(314) Tiga
minggu macham,
dia
balék
[pasair dia
tinggal Singapore]
week
like.that
3.SG
Singapore
three
return because 3.SG
live
‘For about three weeks, she returns because she lives in Singapore.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:04:03.8-00:04:09.2)
(315) [Kalo gua tau lu
mo datang] gua
tentu
jumpa lu
dekat airport
if
1.SG know 2.SG want come 1.SG
definite meet 2.SG
PREP
‘If I knew you were coming, I am definite (I would) meet you at the airport.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:13:32.1-00:13:37.9)
(316) [Bila
bahru gua balék rumah], bahru gua dapat tau
pasair tu
accident
when just 1.SG return home just 1.SG get know matter that
‘When I just returned home, I just got to know (about) that accident.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:02:22.8-00:02:26.3)
(317) [Sunggu.pun dia
tak
standard], dia
dapat ini
although
3.SG Neg
3.SG
get
this
‘Although he (is of) no standard, he got this work.’
kreja.
work
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:20:53.4-00:20:57.2)
More details on the different types of conjunctions and their syntactic patterns can be found in
section 5.6.8. Conditionals are discussed in section 5.6.7.
4.8
Discourse elements
BM discourse is characterized by its heavy use of interjections and particles.
4.8.1 Interjections
Interjections belong to a non-productive word class, whose main function is emotive (Crystal
1997). In this grammar, it refers to both single words and short two word utterances that can be
used on their own or right at the beginning of sentences. Interjections are characteristic of daily
conversations in BM, with participants engaging in mincharok, or using curse words. While there
is usually little illocutionary force in mincharok, and hence no intent on the speaker’s part to
curse her or his interlocutor or to wish bad things upon them, it is considered kasar ‘coarse’ to
198
engage in mincharok. It is also less appropriate for younger speakers to use mincharok with
older speakers, although it is normal for older speakers to use it with younger speakers regardless
of occasion. Note that not all interjections are forms of mincharok ‘curse’. A list of common
interjections is given in the following table, some of which are mincharok.
aiyo
exclamation of irritation
ala
exclamation of regret
ayi
exclamation of surprise
alamak
exclamation of dismay
éh
exclamation in a jibing
manner
amboey
exclamation of surprise
adoey
exclamation of pain
mati
die
mampus
dead
chilaka
cursed one
kus semangat
cry to a dead spirit
Table 37: List of common interjections in Baba Malay
The following are some examples of how these interjections are used. While some cannot be
directly translated into English, close translations are provided.
(318) éh,
ho
mia
lah
lu.
EXCLAM.jibe good life
EMP 2.SG
‘Hey, you have a good life.’ (said in a jibing manner)
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-044, 00:26:20.3-00:26:22.9)
(319) Ayi
mampus
kambing
dia
EXCLAM.surprise
dead
goat
3.SG
‘Surprising, goodness, the goat it (is) very strong.’
kuat sekali.
strong very
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:01:52.8-00:01:54.6)
199
(320) Amboey.
dia
kasi-kan
EXCLAM.surprise
3.SG give-TR
‘Surprising. He gave (him) the hat.’
kopiah.
hat.
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-052, 00:05:06.6-00:05:10.2)
(321) Alamak,
chilaka,
kepala gua
EXCLAM.dismay
cursed.one head 1.SG
‘Goodness, cursed one, my head hurts.’
sakit.
sick
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-052, 00:05:45.8-00:05:47.8)
4.8.2 Particles
While interjections are used on their own, particles are used at the end of sentences. These
discourse particles do not change the meaning of the utterances they are attached to. The two
most commonly used particles are lah, and sair.
Lah, usually accompanied with a falling pitch is used emphatically. Emphatic lah can be
attributed to Hokkien influence, just as lah in Colloquial Singapore English (a creole with a
Hokkien substrate) is said to have been derived from Hokkien (Platt and Ho 1989). In the
following examples, the insertion of lah at the end of the utterances emphasizes whatever had
been said in the utterance. Semantically, the insertion of this pragmatic particle does not change
the meanings in these utterances. The usage of lah is shown in examples (322) to (327).
(322) Abi
dia
naik geram lah
finish 3.SG ascend furious EMP
‘After that he became furious.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:03:00.2-00:03:02.0)
(323) Budak ni
ada
jaga dia
PROG guard 3.SG
child this
‘This child is guarding his sheep.’
mia
kambing
POSS sheep
lah
EMP
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:04:00.6-00:04:03.4)
(324) Dia-orang
sumua marah dia
3.PL
all
angry 3.SG
‘They all (were) angry (at) him.’
lah.
EMP
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:04:37.9-00:04:40.0)
200
(325) Chakiak
orang putéh lah
clogs
person white EMP
‘Western-style clogs.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:07:15.6-00:07:17.5)
(326) Tak
mo
lah
NEG want EMP
‘(I) don’t want to.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:06:17.9-00:06:19.1)
(327) Sini masak nia
sedap
lah
here cook REL delicious
EMP
‘(The food) that is cooked here (is) delicious.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:06:45.8-00:06:48.1)
The other particle that is commonly used is sair, which has been analysed as being derived from
sekali ‘very’ (Gwee 1998, Gwee 2006). This particle is usually accompanied with a rising pitch.
Gwee translates sair as ‘indeed’, and in line with this, sair appears to have the effect of
confirming the utterance itself, that what is being said is indeed the case. It is thus glossed as a
confirmative particle in this grammar. As a discourse particle, sair does not significantly affect
the meanings of the utterances to which it is attached. The usage of sair is demonstrated by
examples (328) to (333). Note that the sair particle is not the same lexical item as sair in apa
sair, which is the short for the refined form apa pasair ‘what reason’ (coarse form: apa pasal).
Example (218) is replicated below as example (329).
(328) Panas sair
hot
CONF
‘hot indeed.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:02:25.1-00:02:26.3)
(329) Taukay
kebun ni
kiam
sair
boss
garden this
miserly
CONF
‘This boss (of the) garden is miserly indeed.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:01:03.7-00:01:05.8)
(330) Dia
chakap
Peranakan
lanchang
3.SG speak
fluent
‘He speaks Peranakan fluently indeed.’
sair
CONF
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:19:18.8-00:19:22.4)
201
(331) Tapi bukan anak sair
but
NEG child CONF
‘but (it is) not the children indeed.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:09:54.0-00:09:56.2)
(332) Jangan
bising sair
do.not
noisy CONF
‘do not (be) noisy indeed.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:15:21.3-00:15:23.9)
(333) Suay
sair
unlucky
CONF
‘Unlucky indeed.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:15:55.6-00:15:56.5)
202
5. Syntax
Being more of an isolating language, BM uses word order predominantly in expressing
syntactic relations. This chapter concerns the syntax of noun phrases, verb phrases, adjectival
phrases, adverbial phrases, as well as more complex clauses. From the examples in this chapter,
it will become clear that BM is neither predominantly head-initial nor head-final.
5.1
Noun phrases
A noun phrase (NP) comprises pronoun or a noun phrase and optional modifiers that both
precede and follow the noun head. Modifiers include demonstratives, person marker, numerals,
quantifiers, and adjectives. Modifiers may also come in the forms of genitive clauses as well as
relative clauses. The following are examples of these.
(334) Pronoun:
Dia
tolak.
3.SG push
‘He pushed.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:04:27.7-00:04:28.7)
(335) Noun without modifier:
Anjing sudah mangun
dog already wake.up
‘The dog has already woken up.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:00:17.1-00:00:18.7)
(336) Noun with preceding demonstrative:
Dia-orang
tolong itu
3.PL
help that
‘They helped that child.’
budak
child
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:04:09.1-00:04:11.1)
(337) Noun with following demonstrative:
Budak ini
sangat kechik.
child this very small
‘This (is) very small.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:03:23.5-00:03:25.3)
203
(338) Noun with preceding person marker
Si
tua
PERSON
old
‘That old person.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:04:10.4-00:04:10.8)
(339) Noun with preceding numeral:
Satu bakol sudah ilang.
one
basket already lost
‘One basket has gone missing.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:05:47.1-00:05:48.9)
(340) Noun with preceding demonstrative, numeral and classifier:
Ayi
dia
jumpa tiga ékor
EXCLAM.suprise
3.SG meet three CLF.animal
‘Surprising he met three children.’
budak
child
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:05:52.6-00:05:54.5)
(341) Noun with preceding quantifier
Sumua
orang sekarang
tak
tau
chakap
all
person now
NEG know speak
‘Everyone now does not know (how to) speak.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-002, 00:07:37.8-00:07:40.9)
(342) Noun with following quantifier
Angkat changkay
changkay
sumua pegi
carry cup
cup
all
go
‘Carry all the cups (and) go to the back.’
belakang.
behind
(Jane Quek oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:06:47.4-00:06:50.1)
(343) Noun with preceding adjective
Cherita-kan gua
betol
1.SG true
story-TR
‘Tell me a true story.’
mia
REL
cherita.
story
(Jane Quek oai:scholarspace.manoa.hawaii.edu: NL1-100, 00:02:56.4-00:03:00.5)
(344) Noun with following adjective
Babi kechik chakap.
pig
small speak
‘The small pig spoke.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-035, 00:03:44.7-00:03:45.9)
204
(345) Noun with preceding genitive
Gong-ma
mia gambar
grandfather-grandmother POSS picture
‘Grandparents’ photographs.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-002, 00:10:57.8-00:10:59.0)
(346) Noun with following genitive
Bini dia
sama anjing
wife 3.SG with dog
‘His wife and the dog.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-034, 00:01:31.8-00:01:33.3)
(347) Noun with preceding relative clause
[Dia diri-kan]
nia
bicycle
3.SG stand-TR
REL
‘The bicycle that he (made) stand up.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:02:44.9-00:02:46.0)
(348) Noun with following relative clause
Ini
sumua dia
mia
kawan [nang jaga kambing]
This all
3.SG POSS friend REL guard sheep
‘These (are) all his friends that guard the sheep.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:05:58.2-00:06:00.8)
The examples show that most types of noun phrases have both head-initial and head-final
structures, except for person marker, numerals and noun classifiers that that obligatorily occur
before the noun head. This is shown in examples (339) and (340). The following sections
introduce the different types of noun phrases in more detail, but note that relative clauses are
only discussed later in section 5.6.3.
5.1.1 Genitive
Case is not overtly marked in BM, and the genitive relationship between possessor and possessed
is not expressed by genitive case. Instead, there are two ways of expressing possession. The first
of which is by using the lexical item punya (shortened forms: mia and nia). Note that the punya
is also used as a relative clause marker (see section 5.6.3). In this instance, the noun phrase is
head-final. The second method, a head-initial way of expressing the possessor-possessed
205
relationship, is by using the possessed-possessor word order. The following demonstrates both
structures.
(349) William
nia
bapak
POSS father
‘William’s father.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:45:06.9-00:45:09.7)
(350) Asam
gugol
tamarind
dried.fruit
‘The dried tamarind’s skin’
mia kulit
POSS skin
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:11:51.6-00:11:54.0)
(351) Kita mia orang
1.PL POSS people
‘Our people’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-035, 00:05:49.3-00:05:50.4)
(352) Dia
mia nama
3.SG POSS name
‘Its name’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:00:37.9-00:00:41.4)
(353) Dia
mia kawan
3.SG POSS friend
‘His friend’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:05:58.2-00:05:59.0)
While expressions using punya as a possessive marker can be used to mark genitive relations
between a proper noun, common noun or a pronoun and the possessed noun, only pronouns can
function as possessor in the possessed-possessor structures. There are no instances of nonpronouns functioning as the possessor in utterances of the following sort. Note that third person
pronoun dia occasionally occur as nia.
(354) Badan lu
body 2.SG
‘Your body.’
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:11:33.1-00:11:36:1)
(355) Kambing
sheep
‘His sheep’
dia
3.SG
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:05:47.9-00:05:48.0)
206
(356) Bini dia
wife 3.SG
‘His wife.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-034, 00:01:32.0-00:01:33.3)
(357) Mata dia
eye
3.SG
‘His eyes’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:00:23.9-00:00:24.5)
(358) Rumah gua
house 1.SG
‘my house.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-035, 00:02:41.9-00:02:43.0)
Considering that punya constructions have more functionality than possessed-possessor
constructions (which can only express genitive relations where pronouns are concerned), BM’s
more dominant word order appears to be GEN N, rather than N GEN.
5.1.2 Noun phrases with determiners
Determiners in this grammar refers both demonstratives, person marker, numerals, classifiers and
quantifiers, these items co-occurring with nouns to express semantic contrasts, for example,
distance and quantity. These determiners have different distributions. In general, demonstratives
as well as quantifiers can precede or follow nouns, while numerals and classifiers precede nouns.
In addition, it is important to note that there are no determiners that express a definite-indefinite
contrast. Context is largely used to determine if a noun is definite or indefinite. Example (108) is
replicated here as (359), and example (335) as (360).
(359) First mention of a noun
Orang panjat pokok.
person climb tree
‘A person climbs a tree.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:00:15.6-00:00:17.6)
207
(360) Subsequent mention of a noun
Anjing sudah mangun
dog already wake.up
‘The dog has already woken up.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:00:17.1-00:00:18.7)
Both orang ‘person’ and anjing ‘dog’ in the above examples do not co-occur with any
determiners, yet orang is interpreted to be indefinite, and anjing definite. This is due to the
contexts in which they occur. Where (359) is specifically concerned, orang is the first utterance
in a narrative and there is no precedent. The word is hence interpreted to be indefinite. In the
case of (360), anjing has been mentioned prior to this occurrence, and it is therefore understood
by the listener as being definite.
5.1.2.1 Noun phrases with demonstratives
While there is no definite-indefinite contrast in BM, definite determiners can be contrasted based
mainly on distance or space. The demonstratives ini ‘this’ and itu ‘that’ are used based on deictic
notions. Ini is proximal, co-occurring with nouns that are typically close to the speaker or the
action taking place, while itu is distal, and it co-occurs with nouns that are typically further away
from the speaker or the action taking place. There is no preferred word order for noun phrases
comprising demonstrative and noun. Note that the shortened versions of ini and itu are ni and tu
respectively.
(361) Ini
kebun
this garden
‘this garden.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:00:32.0-00:00:32.8)
(362) Ini
rumah-rumah
this house-PL
‘these houses.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:03:52.6-00:03:53.2)
208
(363) Ni
orang
this person
‘This person.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:00:29.0-00:00:30.0)
(364) Tu
budak perompuan
that child female
‘That girl.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:03:28.0-00:03:29.2)
(365) Itu
kopiah
that hat
‘That hat.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:04:37.0-00:04:38.5)
While the above examples show noun phrases where demonstratives precede nouns, the
following are examples of nouns preceding demonstratives. Example (366) replicates(130).
(366) Budak ini
child this
‘this child.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:03:23.5-00:03:24.0)
(367) Anjing hutan ini
dog jungle this
‘this wolf’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:04:24.7-00:04:26.6)
(368) Anjing tu
Dog that
‘that dog’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:01:41.7-00:01:42.3)
(369) Kuching
belanda
cat
Holland
‘That rabbit.’
tu
that
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:01:18.0-00:01:19.4)
(370) Si
tua
PERSON
old
‘That old person.’
tu
that
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:04:10.4-00:04:11.0)
209
In addition, demonstratives may occur together with punya, as demonstrated in the following
examples. In these instances, punya’s function appears to be similar to when it is a relative clause
marker (see section 5.6.3), a relative clause being a subordinate clause that modifies the head
noun. The subordinate clauses contain deictic information in these instances. For these
constructions, the demonstrative always occurs before noun.
(371) Ini
mia
this REL
‘This child.’
budak
child
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:03:49.0-00:03:50.0)
(372) Tu
mia
that REL
‘That dog.’
anjing
dog
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:03:32.3-00:04:34.1)
Although demonstrative precedes noun in the punya construction, this is not the most basic type
of noun phrase that features a demonstrative. Both DEM-NP and NP-DEM orders are equally
common in BM and there is no preferred word order.
5.1.2.2 Noun phrases with person marker
Noun phrases featuring the person marker si always have the order si-NP. Example (240) is
replicated as (374).
(373) Si
PERSON
‘Mary.’
Mary
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:01:07.1-00:01:08.2)
(374) Si
sa
ko
bongsu.
PERSON
third paternal.aunt youngest.child
‘Youngest third paternal aunt.’
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:09:01.2-00:09:02.9)
(375) Si
tua
PERSON
old
‘That old person.’
tu
that
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:04:10.4-00:04:11.0)
210
(376) Si
ano
PERSON
anonymous
‘This anonymous person?’
ni?
this
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-107, 00:12:13.5-00:12:15.2)
5.1.2.3 Noun phrases with numerals, noun classifiers and partitives
Similar to noun phrases comprising person marker, noun phrases are head-final when they
comprise numerals or numerals and classifiers. The following are examples of noun phrases
comprising numerals, and numerals with classifiers. It is interesting to note that the classifier
used for animals can also be used on young children. The relevant examples are (382) and (386).
(377) Satu anjing
one
dog
‘One dog.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:02:57.0-00:02:57.9)
(378) Satu tulang
one
bone
‘One bone.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:02:55.0-00:02:55.8)
(379) Empat ratus
taon
four hundred
year
‘Four hundred years.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:13:45.4-00:13:47.0)
(380) Dua bulan
two month
‘Two months.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:03:33.6-00:03:35.0)
(381) Ni
empat minggu
this
four week
‘These four weeks.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:16:55.0-00:16:56.5)
(382) Se-kor
one-CLF.animal
‘One goat.’
kambing
goat
(Victor oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:01:32.4-00:01:34.7)
211
(383) Dua bijik
two CLF.small.round
‘Two pears.’
pear
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:05:04.5-00:05:05.4)
(384) Satu bijik
one
CLF.small.round
‘One cucumber.’
timun
cucumber
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-149, 00:03:17.8-00:03:19.4)
(385) Se-kuntum
one-CLF.bloom
‘One flower’
bunga
flower
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-160, 00:01:59.2-00:02:00.7)
(386) Ni
tiga ékor
three CLF.animal
this
‘These three children.’
budak
children
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:05:53.5-00:05:54.5)
Partitive phrases are also considered here. These are semantically different than noun phrases
featuring noun classifiers, as they are used to refer to a part or a quantity of a mass noun.
However, they are syntactically alike noun classifiers with modifier preceding head.
(387) Satu botol susu
one
bottle milk
‘One bottle of milk.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-148, 00:21:05.5-00:21:08.5)
(388) Satu changkay
one
cup
‘One cup of water.’
ayé
water
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-148, 00:21:41.5-00:21:42.6)
(389) Satu kepéng
ayam
one
piece
chicken
‘One piece of chicken.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-148, 00:21:16.8-00:21:17.9)
(390) Satu éla
mia
kain
one
sheet REL cloth
‘One sheet of cloth.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-148, 00:23:27.5-00:23:28.5)
212
(391) Satu baldi mia
one
pail REL
‘One pail of water.’
ayé
water
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-148, 00:21:42.7-00:21:44.7)
Hence, noun phrases can comprise Num-NP, Num-Clf-NP, and Num-Part-NP sequences. All of
these sequences alike in that they are head-final.
5.1.2.4 Noun phrases with quantifiers
Noun phrases may also have quantifiers as modifiers. In these instances, the modifier may
precede or follow the head noun.
(392) Sumua
adék- beradék
all
sibling-PL
‘All siblings.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-002, 00:07:37.9-00:07:38.5)
(393) Orang orang sumua
people people all
‘All people.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:01:23.6-00:01:24.6)
(394) Manyak
orang
many
people
‘Many people.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:00:24.0-00:00:25.5)
(395) Dagin putéh manyak
meat white many
‘A lot of white meat.’
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:03:52.5-00:03:53.6)
(396) Berapa
orang
some
people
‘Some people.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-071, 00:18:08.3-00:18:09.3)
(397) Umor sikit
age
little
‘Little age.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-002, 00:06:23.0-00:06:24.1)
213
Other than noun phrases that are made up of nouns and quantifiers in either phrase-initial or
phrase-final positions (Quan-NP, NP-Quan), it is also possible for quantifiers to take the position
of the noun itself.
(398) Manyak
tak
sama
many
NEG same
‘Many are not the same.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-002, 00:02:13.0-00:02:14.1)
(399) Sumua bising
all
noisy
‘All are noisy.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:01:33.9-00:01:34.5)
(400) Dia
minum sikit
3.SG drink little
‘He drinks a little.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:22:41.0-00:44:42.7)
The only quantifier that has not been observed to replace the noun itself is berapa ‘some’. Note
that berapa is also an interrogative meaning ‘how many’. Only context can help differentiate if it
is meant as a quantifier or as an interrogative.
5.1.3 Noun phrases with adjectival modifiers
Adjectival modifiers in BM can follow or precede the head in a noun phrase. The more basic
noun phrase structure comprises of noun followed by adjective.
(401) Dagin mérah
meat red
‘Red meat.’
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:03:50.7-00:03:51.7)
(402) Kepok kosong
box
empty
‘Empty box.’
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:12:56.5-00:12:57.7)
214
(403) Beruang
bear
‘Big bear.’
besair
big
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-032, 00:04:24.7-00:04:27.2)
(404) Kayu panjang
wood long
‘Long wood.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-045, 00:01:20.3-00:01:22.4)
(405) Pintu chanték
door beautiful
‘Beautiful door.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-035, 00:01:55.7-00:01:56.8)
Adjectives may also precede nouns in an adjectival noun phrase when relative marker punya is
used, as with examples (406) to (410). In these, the adjectives and punya function as a
subordinate clause that gives information about the head noun, so that an example such as (406)
betol mia cherita, may also be interpreted as ‘a story that is real’. Example (16) is replicated
here as (406).
(406) betol mia
real REL
‘Real story.’
cherita
story
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:03:24.8-00:03:26.0)
(407) sekarang
mia
now
REL
'Modern people’
orang
people
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:06:52.9-00:06:54.2)
(408) dulu
mia lauk
long.ago
REL cook.food
‘Old-fashioned dishes.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:09:47.6-00:09:48.5)
(409) Bising mia pasair
noisy REL matter
‘Noisy matters.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:01:34.1-00:01:35.5)
215
(410) Betol mia nasik lemak
real REL rice
cooked.in.coconut.milk
‘Real rice cooked in coconut milk (a dish).’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:08:10.0-00:08:11.5)
In effect, while both NP-A and A-NP orders are possible in BM, the basic form of the adjectival
noun phrase is NP-A, since it does not require the use of an additional relative clause marker,
even though the A-punya-NP structure is also commonly used.
5.1.4 Negation of noun phrases
Noun phrases can be negated in the following way with bukan preceding the noun phrase. This is
akin to the use of ‘not’ in English, rather than ‘no’ in these instances.
(411) Bukan anak
NEG children
‘Not children.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:09:54.5-00:09:56.0)
(412) Bukan bawang
NEG onion
‘Not onions.’
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:10:59.7-00:11:00.0)
(413) Bukan saya
NEG 1.SG
‘Not me.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-018, 00:03:56.7-00:03:57.3)
(414) Bukan Singapore
NEG
‘Not Singapore.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:02:19.0-00:02:22.0)
(415) Bukan [chakiak
kita
china
NEG clogs
1.PL Chinese
‘Not our Chinese(-style) clogs.’
mia]
POSS
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:07:17.5-00:17:19.3)
Note that the noun phrase is not negated when expressing ‘no’ semantically. Instead, a verb
phrase containing the existential marker, ada, is negated with a separate negative marker tak.
216
Tak-a is the shortened version of tak ada. (Refer to section 5.2.8 for more details and examples
of the tak verbal phrase negation strategy.)
(416) Tak-a pokok
NEG-EXIST tree
‘There are no trees.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:00:36.0-00:00:36.9)
In general, where noun phrases are concerned, bukan is used in a bukan-NP sequence. Note that
bukan can also be used to negate statements (see section 5.6.10.2).
5.1.5 Order of elements in noun phrases
It is difficult to state if the noun phrase is strictly head-final or head-initial. Demonstratives as
well as quantifiers may precede or follow main noun phrase. Adjectival modifiers are observed
to precede and follow nouns, although the default order appears to be noun followed by
adjective, since a relative marker, punya, is required to link adjective to noun when the adjective
precedes the noun (see section 5.1.3). The same goes for genitive constructions. However, there
is also support for the preference of a head-final noun phrase, considering that numerals, noun
classifiers and partitives, the person marker si, as well as the negative marker strictly precede the
main noun phrase. Overall, it is tenuous to state that there is a general preference for modifier to
precede head, or head to precede modifier. More noun phrase word order is discussed in the
section on relative clauses (see section 5.6.3).
5.2
Verb phrases
A verb phrase (VP) comprises verb, verb and complement(s), or sequences of more than one
verb. Auxiliaries may precede the main verb phrase when they are used to express passivization,
modality, or tense and aspect. Verb phrases may also be made up of more than one main verb in
the case of serial verb construction. Modifiers include negation markers and other adverbs. The
following are examples of these.
217
(417) Intransitive verb
Berenang.
swim
‘Swim.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-044, 00:16:20.1-00:16:22.1)
(418) Transitive verb with direct object complement
Bukak itu
pintu
open that door
‘Open that door.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-044, 00:20:35.9-00:30:39.1)
(419) Transitive verb with direct and indirect object complements
Dia
kasi dia
dua
3.SG give 3.SG two
‘He gave him two pears.’
bijik
CLF.small.round
pear
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:05:04.0-00:05:05.4)
(420) Causative verb with clause complement
Yauguai,
kasi gua terperanjat
demon
cause 1.SG be.shocked
‘Demon, you let me be very shocked.’
sekali.
very
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:040:26.2-00:40:28.2)
(421) Auxiliary verb and verb
Sumua boléh chakap
all
can
speak
‘All can speak Peranakan.’
Peranakan.
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-002, 00:06:12.2-00:16:14.9)
(422) Adverb and verb
lekair
senyum
quick
smile
‘Quickly smile.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:06:17.5-00:06:18.6)
(423) Verb and adverb
Lu
mesti mo
chobak
2.SG must want taste
‘You must taste first.’
dulu
first
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:21:46.0-00:21:48.3)
218
(424) Serial verb construction
Dudok téngok
sit
look
‘Sitting and looking.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:00:50.0-00:00:51.0)
(425) Negation marker and verb
Tak tau
Neg know
‘(do) not know.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-002, 00:08:16.4-00:08:17.2)
The examples show that verb phrases are head-initial and head-final. The following sections
provide more details.
5.2.1 Copula constructions
Copulas are technically verbs that link the subject and a complement. In BM, there are two types
of copula constructions. The copula verb ada can exist. It can be used as a regular copula, and it
may be used in tag interrogatives, as with examples (426) and (427) (see section 5.6.10.2).
However, in most instances, it is omitted.
(426) Ada baik tak-a
COP good NEG-COP
‘Are (you) well or not?’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:00:09.2-00:00:11.2)
(427) Rumah gua
ada
chanték
house 1.SG COP beautiful
‘My house is beautiful or not?
tak
NEG
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-035, 00:02:41.9-00:02:43.7)
The following examples show typical copula constructions where the copula verb is omitted. In
the instances below, these copula constructions, by virtue of their word order (subject before
complement), associate subjects with complements ranging from adjective phrases to
preposition phrase. Example (291) has been replicated below as (432).
219
(428) Gua lapair
1.SG hungry
‘I (am) hungry.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:14:16.4-00:14:17.5)
(429) Itu
barang
mentah
that thing
unripe
‘That thing (is) unripe.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:22:15.6-00:22:17.1)
(430) Kemantin
chanték
bride
beautiful
‘The bride (is) beautiful.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:24:57.7-00:24:58.8)
(431) [Dia mia
barang]mahal
3.SG POSS thing expensive
‘Its things (are) expensive.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:02:32.9-00:02:33.8)
(432) Rumah rumah atas bukit
house house top
mountain
‘The houses (are) on top of the mountain.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:03:58.2-00:04:00.6)
5.2.2 Modality
Verb phrases may also comprise an auxiliary verb preceding the predicate. There are several
functions of auxiliaries, including modality, passivization, and aspect. This section is concerned
with the structures that expresses modality, modality being associated with the semantic
expression of beliefs, attitudes, obligations and ability. While there are differing opinions as to
what deontic modality means (Traugott 1989), it usually concerns will, permission and
obligation (Lyons 1977, Traugott 1989). The epistemic modality on the other hand expresses
one’s belief state or attitude towards a certain proposition (Traugott 1989), while dynamic
modality concerns one’s capacity to do something (Nuyts 2006). As with other languages such as
English, the same auxiliary may have overlapping functions.
220
The following sentences show the auxiliary verb boléh ‘can’ to express all three modalities. In
examples (433) and (434), the speakers are discussing the abilities of the agents to perform a
particular task. Hence the dynamic modality is expressed by placing boléh before the main verb
phrase. Example (421) is replicated here as example (433)
(433) Sumua boléh [chakap
all
can
speak
‘All can speak Peranakan.’
Peranakan].
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-002, 00:06:12.2-00:16:14.9)
(434) Kita boléh [masak]
1.PL can
cook
‘We can cook.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:10:21.0-00:10:22.0)
In the next example, epistemic modality is expressed. The speaker is saying that something
should be eaten with rice, and thus expressing a belief about a particular subject.
(435) Ini
sumua boléh [makan
this
all
can
eat
‘All this (you) can eat with rice.’
sama nasik.]
with rice
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:08:46.5-00:08:48.1)
Boléh can also be used to express deontic modality. In examples (436) and (437), the speakers
are not questioning the ability of the agents to perform particular tasks, but asking them if they
are willing to perform them.
(436) Lu
boléh [chakap
2.SG can
speak
‘Can you speak Peranakan?’
Peranakan]
NEG
tak?
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:51:13.1-00:51:17.7)
(437) Mak, boléh [masak ini]
tak?
mother can
cook this
NEG
‘Mother, can you cook this?’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:09:28.4-00:09:29.8)
Similarly, mesti has two uses. Mesti can be used to express the epistemic modality. In the
following examples, the speakers express certain beliefs that they have about the world and
what they have observed.
221
(438) Kuching
itu
mesti makan ikan
cat
that must eat
fish
‘That cat must eat fish.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:43:41.4-00:43:43.6)
langgair
(439) Dia
mesti ter3.SG must ACC- crash
‘He must have crashed.’
(Peter, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:03:32.5-00:03:34.1)
Mesti can also be used to express the deontic modality. In the following two examples, the
speaker talks about his and his group’s obligation to carry out particular tasks.
(440) Kita orang mia
Peranakan, kita
1.PL people POSS
1.PL
‘Our people’s Peranakan, we must learn.’
mesti [belajair].
must learn
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:51:13.1-00:51:17.7)
engko]
(441) Gua mesti [panggay
1.SG must call
older.brother
‘I must call (a male acquaintance) older brother.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:05:25.7-00:05:27.3)
In BM, the notion of mesti, whether as an epistemic or deontic auxiliary, can be reinforced and
emphasized by the form mesti mo, literally translated as ‘must want’. This appears to have been
transferred directly from Hokkien beh ai (see Pakir 1986). In examples (442) and (443), the
speaker is saying that she believes this is what has to happen when a person grows old, thus
expressing beliefs. In examples (444) and (445), the speakers are expressing that the
interlocutors have obligations to carry out particular tasks. While all speakers translate mesti mo
as ‘want’, it is as though by adding volitional mo to mesti, the speaker believes strongly that the
predicated proposition must be what is desired, whether it is part of their belief system
(epistemic) or something that they want instilled in someone else’s (deontic).
(442) Makan mesti mo
[orang suap].
eat
must want person feed
‘(when this person) eats, there must be a person to feed (him).
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:05:01.1-00:05:02.4)
222
(443) Kenching
orang mesti mo
[jaga
apa].
urinate
person must want take.care
what
‘(when this person) urinates, a person must take care of whatever it is.
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:05:02.4-00:05:04.3)
(444) Mesti mo
[ingat-kan
gua].
must want remember-TR 1.SG
‘(you) must remember me.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-045, 00:06:26.0-00:06:27.4)
[jaga
badan].
(445) Kalu sudah tua, mesti mo
if
already old
must want take.care
body
‘If (you are) already old, (you) must take care of (your)body.’
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:04:49.6-00:04:53.6)
On its own, mo ‘want’ is also an auxiliary verb that expresses the future tense (see section
5.2.5.1), and or the deontic modality.
(446) Dia
mo
[piléh].
3.SG want choose
‘He wants (to) choose.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:01:19.3-00:01:20.0)
(447) Gua mo
pegi itu
kebun bunga.
1.SG want go
that garden flower
‘I want (to) go (to) that flower garden.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-107, 00:12:32.0-00:12:33.7)
In general, boléh ‘want’, mesti ‘must’ and mesti mo ‘must want’ are auxiliaries that express
modalities when they precede the main verb phrase (Aux VP).
5.2.3 Passivization
Passivization is a process that promotes the object NP into the subject position. In BM, there are
two patterns of passivization, the first of which uses the passive verb kena, and the other uses the
ditransitive and causative verb kasi ‘give’ (see section 5.2.4). The form of passivization that is
more commonly used is the kena passivization. When the passive verb kena is used, the logical
subject is not expressed in the utterance. Examples (448) and (450) are the active counterparts of
the passive sentences in examples (449) and (451).
223
(448) Orang itu
pukol kuching.
person that hit
cat
‘That person hit the cat.
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:42:26.0-00:42:27.8)
(449) Itu
kuching
that cat
‘That cat was hit.’
kena pukol.
PASS hit
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:42:37.0-00:42:38.8)
(450) Itu
kuching
makan ikan.
eat
fish
that cat
‘That cat
eats fish.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:37:23.2-00:37:25.5)
(451) Itu
ikan sudah kena makan
That fish
already PASS eat
‘That fish has been eaten.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:38:17.8-00:38:19.9)
It is important to note that kena is an adversative passive, and semantically incompatible with
sentences that have non-adversative connotations. Note that besides being a passive marker,
kena is also used as a non-volitional verb meaning ‘subjected to’. While kena functions as a
passive marker in Malay, its non-volitional function is said to have been derived from Hokkien
passive and non-volitional marker tioʔ (see Lim 1988, section 7.4.1). The following are
examples that show non-volitional kena is used.
(452) Tapi lu
ada kena
kaki chaukah, alamak
but
2.SG PFV subjected.to friend bad.sport EXCLAM.dismay
‘But if you have been subjected to friends who are bad sports, oh no.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:15:12.8-00:15:15.9)
(453) Mak
kena
masak
mother
subjected.to cook
‘Mother was subjected to cook.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:06:55.0-00:06:58.0)
As demonstrated by example (452), a noun can follow kena as compared to instances of kena
passivization where the logical subject is not expressed. It is thus important to differentiate
224
examples of non-volitional kena, which is the auxiliary verb that precedes the main VP in (452)
and (453), from true instances of passivization, where the object NP is promoted to subject
position.
Whereas the oblique is not kept in passive kena sentences, it is maintained in kasi passives. Kasi
literally means ‘give’, except that there is no volition in these passives on the part of the
patients, or the subjects of the passives that undergo the event. These passives are also
adversative passives, and are most likely derived from Hokkien (see Pakir 1986, Lim 1988,
Shih 2009, and section 7.4.3). In kasi passives (but not kena passives), the original object or
semantic patient of the active sentence is promoted to subject in the passive sentence, and the
logical subject becomes the subject of embedded clause. Examples (25) and (26) are replicated
as (454) and (455).
(454) Mary bunoh dia
kill
3.SG
‘Mary killed him.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:39:17.1-00:39:18.8)
(455) Dia
kasi [Mary
bunoh].
3.SG PASS
kill
‘He was killed by Mary.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:40:01.8-00:40:14.9)
(456) Orang kasi [embok-embok
chakap]
person PASS traditional.Peranakan.elders talk
People were talked about by the traditional Peranakan elders.
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:07:59.1-00:08:01.0)
(457) Siapa kasi [si
Mary bunoh]?
who PASS PERSON
kill
‘Who was killed by Mary?’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:39:39.8-00:39:43.2)
225
5.2.4 Ditransitive, causative and benefactive constructions
Ditransitive, as well as causative and benefactive constructions are related in BM. The typical
ditransitive construction features the verb kasi, which literally means ‘give’, is also used for
causative and benefactive constructions as well.
5.2.4.1 Ditransitive constructions
The typical ditransitive verb, kasi ‘give’ takes two arguments. In its complete form, the
ditransitive verb phrase comprises the kasi verb, and a sequence comprising an indirect object
(the semantic beneficiary), and a direct object NP (the semantic theme). Example (419) is
replicated below as (458).
(458) Dia
kasi [dia] [dua
3.SG give 3.SG two
‘He gave him two pears.’
bijik
CLF.fruit
pear].
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:05:04.0-00:05:05.4)
(459) Dia
kasi [dia] [tiga].
3.SG give 3.SG three
‘He gave him three.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:05:20.9-00:05:22.6)
(460) Mak
sudah
kasi
already
give
mother
‘Mother already gave me money.’
[gua] [duit].
1.SG money
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-094, 00:01:24.0-00:01:25.4)
ada gula-gula mo kasi [lu]
[dua].
(461) Mak.ko
Eldest.paternal.uncle’s.wife have sweet-sweet want give 2.SG two
‘Eldest paternal uncle’s wife has sweets that she wants to give you two.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-094, 00:06:31.0-00:06:48.1)
(462) Dia
kasi [gua] [itu
lauk].
3.SG give 1.SG that cooked.food
‘He gave me that cooked food.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-045, 00:17:42.3-00:17:45.0)
Other ditransitive verbs observed in the corpus include ajair ‘teach’, pinjam ‘lend’, and tunjok
‘show’. Note that Hokkien uses the same lexeme for both notions of lend and borrow, while
226
Malay uses pinjam for borrow and memberi pinjam, literally ‘give borrow’ for the concept of
lend. In BM, lend is ditransitive, while borrow is simply transitive, as demonstrated by
examples (463) and (464). Examples (465) shows how tunjok ‘show’ is used in ditransitively.
(463) Lu
pinjam [gua] [lu
2.SG lend 1.SG 2.SG
‘You lend me your bag.’
mia
REL
bég].
bag
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-089, 00:28:07.5-00:28:10.0)
(464) Gua pinjam
[lu
1.SG borrow
2.SG
‘I borrow your small bag.’
mia
bég
POSS bag
kechik].
small
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-089, 00:28:16.1-00:28:18.5)
[keday].
(465) Gua tunjok [lu]
1.SG show 2.SG shop
‘I showed you the shop.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:38:38.1-00:38:39.7)
In general, in ditransitive instances where the verb takes an additional argument, the ditransitive
verbs precede the beneficiary, an indirect object NP, and the theme, a direct object NP, in that
order. Also, it is possible for either indirect object to not be expressed. Example (464) is
replicated as (466).
(466) Gua pinjam
[lu
1.SG borrow
2.SG
‘I borrow your small bag.’
mia
bég
POSS bag
kechik].
small
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-089, 00:28:16.1-00:28:18.5)
(467) Gua mo
kasi [angpau].
1.SG want give red.packet.of.monetary.gift
‘I want to give a red packet.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:44:51.2-00:44:52.4)
There are no instances in the corpus where direct object is not expressed.
5.2.4.2 Causative and benefactive constructions
Causatives in BM can also be formed with the verb kasi. These causatives have been identified
in previous literature as being highly similar to a Hokkien construction (Lim 1981, Lim 1988,
227
Pakir 1986, Shih 2009), see section 7.4.1 for more discussion. In effect, the causative
construction appears similar to the ditransitive kasi ‘give’ construction, except that the indirect
object NP does not necessarily benefit positively, and that the direct object theme is a verb
phrase representing the caused event that affects the indirect object NP. In effect, the indirect
object NP and the verb phrase constitute an embedded clause, similar to the kasi passive pattern
(see section 5.2.3). The following sentences feature the causative verb kasi. Example (420) is
replicated here as example (468).
(468) Yauguai,
kasi [gua terperanjat
demon
cause 1.SG be.shocked
‘Demon, you made me be very shocked.’
sekali].
very
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:040:26.2-00:40:28.2)
(469) Dia
kasi [gua marah sekali].
3.SG cause 1.SG angry very
‘She made me very angry.
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:39:42.7-00:39:45.4)
Other than kasi ‘give’, paksa ‘force’ can also be used in causative constructions, such as with
example (470).
(470) John
paksa [Mary lupa-kan
si
Peter].
force
forget-TR
PERSON
‘John forced Mary (to) forget Peter.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-057, 00:07:04.2-00:07:10.4)
There are instances where the indirect object in fact benefits from the particular event
predicated by the embedded verb phrase. These are known as benefactive constructions. Note
that paksa ‘force’ cannot be used in benefactive constructions. Only kasi ‘give’ can be used in
these instances, as with examples (471) to (473). This phenomenon is also recognised by Lim
(1988)
(471) Mak kasi [gua pinjam satu ratus].
mother let
1.SG borrow one
hundred
‘Mother let me borrow one hundred.
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-094, 00:00:40.5-00:00:46.0)
228
(472) Saya ada
satu lagu mo
kasi
1.SG have one
song want let
‘I have a song that I want to let you hear.’
[lu
you
dengar].
hear
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-094, 00:01:05.4-00:01:12.7)
(473) Jangan
kasi [dia dengair
do.not
let
3.SG hear
‘Do not let him hear about this matter.’
ini
this
pekara].
matter
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-094, 00:05:39.4-00:05:48.2)
5.2.5 Tense and aspect
BM utilizes an optional system that combines tense and aspect, although the aspectual system is
more complex than its tense system. A tense system is one that relates to the time of speaking,
while an aspectual system is one that focuses on “different ways of viewing the internal temporal
constituency of a situation” (Comrie 1976:3). The following figure represents the tense and
aspectual system of BM. The only tense that is available in BM is the future. These are expressed
with the adverbs belom ‘not yet’ and nanti ‘later’, and auxiliary verb mo ‘want’, which indicate
that a current event has not taken place as of current time but will take place later. The aspectual
system comprises adverb sudah ‘already’, which has a perfective meaning, and the auxiliary verb
ada ‘have’, which is used to indicate several aspects, including the perfective, the progressive,
experiential perfect and habitual, the adverb baru, which has a recent perfect meaning, and the
adverb pernah ‘ever’ which is used to indicate the experiential perfect aspect. Tentative aspect is
signaled by the use of reduplication (see section 3.2.1). This tense and aspect system is optional,
especially when there is enough context provided to tell the interlocutor if the event has been
completed, or if it is still going on or will happen in the future. More details on how sentences
can be modified with adverbial phrases that provide information of this sort can be found in
section 5.6.6.1. Note also that most aspect markers are glossed in accordance to their literal
meanings, because they contribute to the understanding of the particular aspect they are used for,
except for ada, which has been glossed according to the list of linguistic abbreviations provided
in section 2.2.3.
229
FUTURE I
belom ‘not yet’
FUTURE II
nanti ‘later’
TENTATIVE
verb reduplication
EXPERIENTIAL PERFECT
pernah ‘ever’
PROGRESSIVE
ada
EVENT
RECENT PERFECT
baru ‘just’
HABITUAL
ada
FUTURE III
mo ‘want’
Figure 31: Tense and aspect system of Baba Malay.
PERFECTIVE
ada
sudah ‘already’
5.2.5.1 Future tense
Future is indicated in three ways, through the use of the adverbs belom ‘not yet’ and nanti ‘later’,
as well as by attaching the auxiliary verb mo ‘want’. The following show how these adverbs and
auxiliary are used to express the future tense. This is done by attaching these before the main
verb phrase. Example (447) is replicated below as example (480). Mo in examples (480) and
(481) express that something will happen in the future in addition to deontic modality (see
section 5.2.2).
(474) Saya belom kasi tau
mak.
1.SG not.yet let
know mother
‘I have not let mother know.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-094, 00:02:03.4-00:02:05.1)
(475) Dia
belom habis.
3.SG not.yet finish
‘He has not finished.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:15:29.2-00:15:30.3)
230
(476) Budak-budak belom pegi.
child-PL
not.yet go
‘The children have not gone.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-100, 00:11:33.1-00:11:37.1)
jam
kat
library
nanti belajar dua
later study two
hour PREP
‘John will study (for) two hours at the library.’
(477) John
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:28:40.5-00:28:50.1)
(478) Gua nanti tidor sampay
1.SG later sleep until
‘I will sleep until tomorrow.’
bésok
tomorrow
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-058, 00:05:51.3-00:05:53.7)
(479) Gua nanti tak
makan sampay
1.SG later NEG eat
until
‘I will not eat until she cooks chicken.’
dia
3.SG
masak ayam
cook chicken
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-058, 00:06:36.8-00:06:41.5)
(480) Gua mo
pegi itu
kebun bunga.
1.SG want go
that garden flower
‘I want (to) go (to) that flower garden
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-107, 00:12:32.0-00:12:33.7)
pi
belakang
(481) Gua mo
1.SG want go
behind
‘I want to go to the back.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-052, 00:17:37.6-00:17:39.6)
Note that both belom and nanti are also adverbs that can modify the entire clause when placed in
front of the clause.
(482) Belom [dia pulang],
gua
sudah dapat tau.
know
before 3.SG return.home 1.SG already get
‘Before she returned home, I already got to know.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-096, 00:03:17.4-00:03:40.4)
(483) Nanti [Mary tinggair
dekat Singapore
sampay
later
stay
PREP
until
‘Later Mary (will) stay in Singapore until January.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:18:24.3-00:18:27.8)
231
January].
5.2.5.2 Perfective aspect
Where aspect is concerned, BM differentiates between the perfective and the imperfective
progressive. The perfective “indicates the view of a situation as a single whole, without
distinction of the various separate phases that make up that situation” (Comrie 1976:16). The
perfective is thus often associated with completed action (Comrie 1976). In BM, there are two
ways to indicate the perfective. These are the use of the auxiliary verb ada and the adverb sudah.
While ada is also used to mean ‘have’, and as an existential marker, a copula, a progressive
marker and a habitual marker, sudah literally means ‘already’. A shortened version of sudah in
SBM is sua. The following are examples of how sudah and ada may be used to express the
perfective aspect.
(484) Gua sudah kata
1.SG already
‘I told you, right?
lu,
tell
betol?
2.SG correct
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:03:38.0-00:03:39.6)
(485) Lu
sudah
jatoh
2.SG already
dropped
‘You dropped your hat.’
lu
2.SG
mia
kopiah
POSS hat
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:04:55.5-00:04:57.5)
(486) Gua sudah tau.
1.SG already
‘I knew.’
know
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:19:80.1-00:19:19.4)
(487) Dia
ada
beli
apple, bukan?
3.SG PFV bought
no
‘She bought an apple, no?
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:40:03.5-00:40:06.9)
(488) Ada tukar itu
burong
PFV change that bird
‘(It) changed (into) that bird.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:04:15.0-00:04:18.0)
232
(489) Gua ada
tutop.
1.SG PFV CLOSE
‘I closed (the door).’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:22:15.8-00:22:16.7)
5.2.5.3 Recent perfect aspect
Baru is used as an adverb to indicate the recent perfect, baru also being an adjective indicating
‘new’. It refers to a situation recently completed, and usually still affecting the (current)
moment of speech. This is demonstrated by examples (490) and (491).
(490) Dia
baru datang.
3.SG just come
‘He just came.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:30:58.1-00:30:59.2)
(491) Dia
baru dapat tau.
3.SG just receive know
‘He just got to know.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-096, 00:00:24.2-00:00:25.8)
Note that in a separate construction, baru may also modify the clause that follows it, baru in
this instance meaning ‘just then’, or just at that moment. This is shown in examples (492) and
(493).
(492) Lagik satu minggu,
baru
more one
week
just.then
‘One more week, just then he felt better.’
dia
3.SG
rasa
feel
baik
good
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:29:33.9-00:29:36.4)
(493) Baru
masok buah
just.then
enter CLF.FRUIT
‘Just then (you) put in papaya.’
paya
papaya
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:12:45.7-00:12:48.0)
5.2.5.4 Progressive aspect
The progressive aspect is imperfective, which means that it “makes explicit reference to the
internal temporal structure of a situation, viewing a situation from within” (Comrie 1976: 24). As
233
a specific type of imperfective, the progressive refers to a temporary, continuous state (Comrie
1976). The progressive aspect in BM is also expressed by using ada as an auxiliary verb.
(494) Itu
perompuan ada
bacha magic book
that woman
PROG read
‘That woman is reading a magic book.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:08:46.5-00:08:49.1)
(495) Mak tu
ada
bacha lagik
mother that PROG read more
‘That mother is reading more.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:08:54.3-00:08:57.0)
(496) Lu
ada
bikin apa?
2.SG PROG make what
‘You are making what?’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-042, 00:12:50.2-00:12:51.8)
5.2.5.5 Habitual aspect
Another imperfective aspect is the habitual aspect. This “describes a situation which is
characteristic of an extended period of time” (Comrie 1976:27-28). Again, ada can be used as
an auxiliary verb that indicates the habitual aspect.
(497) Ada pegi.
HAB go
‘(I) usually go.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:00:40.0-00:00:41.0)
(498) Nampak
gua
dia
ada
senyum.
see
1.SG 3.SG HAB smile
‘(when she) sees me she usually smiles.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:19:32.2-00:19:33.9)
(499) Tak
senang, gua ada
Neg free 1.SG HAB
‘Not free, I usually cook.’
masak
cook
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:02:07.6-00:02:09.7)
234
5.2.5.6 Experiential perfect aspect
Different than the previous aspects discuss, the perfect describes not the situation itself, but
“relates some state to a preceding situation” (Comrie 1976:52). The experiential perfect
specifically indicates that a situation has happened “at least once during some time in the past
leading up to the present” (Comrie 1976:58). In a sense, this is a combination of both time and
event, and hence relates to both tense and aspect. The experiential perfect in BM is indicated by
auxiliary verb pernah ‘ever’. Both pernah ‘ever’ and tak pernah ‘never’ are commonly used in
BM.
(500) Dia
pernah jumpa gua.
3.SG ever meet 1.SG
‘He has met me before.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:03:37.0-00:03:38.2)
(501) John
rasa dia
pernah jumpa Mary.
think 3.SG ever meet
John thinks that he has met Mary before.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:42:23.6-00:42:25.7)
(502) Dia
tak
pernah bikin
3.SG NEG ever do
‘She never did this all.’
ini
this
sumua.
all
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:42:23.6-00:42:25.7)
In summary, other than perfective, progressive, and habitual marker ada which is an auxiliary
verb, the rest of the tense and aspect markers are adverbs. These include belom ‘not yet’, nanti
‘later’, sudah ‘already’ and pernah ‘ever’. All tense and aspect markers regardless of whether
they are auxiliary verb or adverbs occur before the main verb phrase.
5.2.5.7 Tentative aspect
Tentative aspect can be expressed in BM by verb reduplication (see section 3.2.1). Examples
are as follows. The tentative aspect is being expressed in these instances since there is no
particular goal or purpose expressed, and that the action predicated is meant to take place for a
short duration of time. Smith (1991) claims that it is a type of perfective aspect, since it
represents a closed situation, of short duration and little importance. Verbal reduplication that
235
expresses tentative aspect is commonly found in Sinitic languages, such as Hokkien and
Mandarin (Tsao 2004).
(503) Jalan jalan
walk walk
‘Take a walk.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:02:13.1-00:02:14.6)
(504) Téngok téngok
look look
‘Take a look.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:02:14.6-00:02:16.2)
5.2.6 Serial verb constructions
The notion of serial verbs here follows that of Sebba (1987) and Aikhenvald (2005). According
to Sebba’s criteria, both verbs must be lexical verbs that have to be interpreted as having the
same categories of tense-aspect-mood. There should also be neither clause boundary nor
conjunction between the two verbs (Sebba 1987). In addition, Aikhenvald (2005) states that each
component in the serial verb construction must be able to occur on its own. This is not the case
with periphrastic constructions. Serial verb constructions also have to be differentiated from
compound verbs such as buang buang, literally ‘throw throw’, meaning ‘exorcise’, or naik
geleték, literally ‘ascend tickle’, meaning ‘to be up to mischief.’ The following are some
examples of serial verb construction in BM. Note that serial verb constructions comprising three
verbs are also possible, as in example (507).
(505) Dia
[turun]
[masok]
3.SG descend
enter
‘He descended and entered.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-035, 00:05:37.3-00:05:39.8)
(506) Kodok [turun]
[kuluair]
frog descend
go.out
‘The frog gets down and out.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:08:31.4-00:08:33.3)
236
(507) Gua mo
[kuluair]
[pi]
[jalan]
1.SG want go.out
go
walk
‘I want to go out, and go and walk.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:53:39.7-00:53:41.8)
(508) Mama
gua
mo
[pi]
[buang-ayé]
grandmother 1.SG want go
throw –water
‘Grandmother I want to go urinate.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:48:25.8-00:48:27.5)
(509) [Dudok]
[tengok]
TV
sit
watch
‘Sit and watch the television.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:03:17.1-00:03:19.0)
(510) Kodok tu
[naik] [panjat].
frog that ascend climb
‘The frog is ascending and climbing.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:07:37.3-00:07:41.3)
dia
[datang]
(511) Kawan -kawan
friend -friend
3.SG come
‘His friends came and helped’
[tolong]
help
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:03:58.4-00:04:00.9)
[datang]
[angkat
(512) Kawan dia
friend 3.SG come
hold
‘His friend comes holding one goat.’
satu
one
kambing].
goat
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:01:41.8-00:01:44.8)
All instances of serial verb construction in BM appear to involve a sequence of dynamic verbs
and not stative ones. Speakers also state that it is unnatural for verb sequences to be broken up
by conjunctions. Thus serial verb constructions in BM follow an uninterrupted VP-VP
sequence.
237
5.2.7 Verb phrases with adverbial modifiers
Verbs phrases may be also be modified by adverbs. This has been earlier demonstrated in section
5.2.5, where adverbs precede verbs to express tense and aspect. The following examples show
other examples that may precede or follow the verb phrase.
(513) Itu
bangkuang
pun tak
that turnip
also NEG
‘That turnip also does not move.’
bergerak.
move
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-034, 00:01:20.0-00:01:22.2)
(514) Aunty Jane
selalu
ketawa-kan
always
laugh-TR
‘Aunty Jane always laughs at me.’
gua.
1.SG
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:18:03.5-00:18:06.4)
(515) Dia
langsong
tidor.
3.SG straightaway sleep
‘She slept straightaway.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-032, 00:06:54.0-00:06:55.8)
(516) Gua terus
1.SG straight
‘I ran straight.’
lari
run
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:00:56.7-00:00:57.5)
(517) Dia
pelan-pelan makan kurang.
3.SG slow-slow
eat
less
‘They slowly eat less.’
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:03:42.6-00:03:44.4)
(518) Lu
dudok diam-diam
2.SG sit
quiet-quiet
‘You sit quietly.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-045, 00:19:50.0-00:19:52.8)
(519) Ingat
baik-baik
remember
good-good
‘Remember well.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:21:20.1-00:21:22.7)
238
(520) Boléh lu
tolong gua
masak lagik
can
2.SG help 1.SG cook again
‘Can you help me cook again?’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-045, 00:13:30.1-00:13:34.1)
(521) Dia
lalu pulak.
3.SG pass instead
‘He passed by instead.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-028, 00:02:14.0-00:02:15.1)
(522) Masak sahja
cook only
‘(I) cook only.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:05:55.9-00:05:57.1)
In fact, functional adverbs have fixed positions. Some may always precede the verb phrase
while others always follow the verb phrase. The following table is a list of commonly used
functional adverbs that modify verb phrases, and their positions in relation to the verb phrase.
pun/kun
also
_ VP
selalu
always
_ VP
baru
just
_ VP
balék
again, back
VP _
dulu
first (before doing something else)
VP _
lagik
still, more, again
VP _
pulak
instead
VP _
sahja
only
VP _
jugak
also
VP _
Table 38: List of commonly used adverbs that modify verb phrases and their distribution
239
Considering the above, there is no preferred position for the adverb that modifies the verb
phrase. A verb phrase can comprise Adv VP, or VP Adv. Both are equally common.
5.2.8 Negation of verb phrases
There are a couple of ways in which a verb can be negated, the most general negative marker
being tak. It precedes the main verb phrase that it negates.
(523) Tak jadi.
NEG happen
‘(It) did not happen.
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:02:55.0-00:02:56.3)
(524) Gua tak
reti.
1.SG NEG understand
‘I do not understand.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:16:31.2-00:16:32.0)
(525) Dia
tak
pi.
3.SG NEG go
‘She does not go.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:04:50.5-00:04:51.2)
(526) Itu
kambing,
gua tak
tau
perompuan
That goat
1.SG NEG know female
‘That goat, I don’t know (if it is) female or male.’
ka
or
jantan.
male
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:01:47.3-00:01:49.8)
tak
(527) Gua rasa pear tu
1.SG think
that NEG
‘I think that pear cannot be eaten.’
boléh makan
can
eat
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:05:24.3-00:05:25.7)
Commonly used negative forms of verbs have been developed by contracting negative marker
and verb. These are tak-a, from tak ada ‘NEG have’, and toksa, from tok usa ‘NEG need’.
(528) Tak-a
NEG-PFV
‘(Did) not.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:22:14.8-00:22:15.8)
240
(529) Kita sini
tak-a pokok.
1.PL here NEG-have
tree
‘Here we do not have trees.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:00:35.5-00:00:36.9)
(530) Toksa
NEG.need
‘No need.’
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:15:25.0-00:15:25.5)
(531) Toksa
tanya
ask
NEG.need
‘(Do) not need to ask.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:47:31.6-00:47:33.4)
(532) Toksa
marah
NEG.need
angry
‘(Do) not need to be angry.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:40:02.6-00:40:01.0)
Other than tak, jangan is also used in the negation of verb phrases. More specifically, jangan is
used in imperatives or commands. More details on non-negative imperatives can be found in
section 5.6.11.
(533) Jangan
raba.
do.not
touch
‘Do not touch.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:21:17.3-0021:18.7)
(534) Jangan
rindu gua
do.not
miss 1.SG
‘Do not miss me.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:29:30.0-00:29:32.4)
(535) Jangan
nangis
do.not
cry
‘Do not cry.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:29:32.4-00:29:33.7)
241
(536) Jangan
marah74
do.not
angry
‘Do not (be) angry.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:40:08.1-00:40:09.9)
Both types of negative markers precede the main verb phrase, hence negative verb phrases
have the structure NEG-VP.
5.2.9 Order of elements in verb phrases
The verb phrase is not strictly head-final, as adverbs may precede or follow the verbs.
However, there is still a head-final tendency, considering both adverbs of tense and aspect, as
well as auxiliary verbs strictly precede verbs. Where the main verb phrase is concerned, a verb
phrase may comprise an intransitive verb, a transitive verb with direct object, a ditransitive
verb with a direct object and an indirect object, or a sequence of verbs in the manner of serial
verb constructions. It is also possible for the object of a verb to be an entire clause, as with
causative constructions for example.
5.3
Adjectival phrases
Adjectival phrases in BM include comparatives, comparatives of equality, comparatives of
similarity, and expressions of excessive degree. Notions of superlatives are expressed by relative
clauses, given the appropriate context. Adjectival phrases can also feature adverbs that precede
or follow the adjective. Whereas noun phrases are negated by bukan, and general verb phrases by
tak, adjectives have no direct negators. Adjectives are negated as part of a larger verbal phrase
negation. Three different types of adjectival phrases are shown in the following examples.
(537) Comparative
Ini
apple lagik manis lagik itu
this
more sweet more that
‘This apple (is) sweet than that one.’
apple.
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:35:27.2-00:35:29.8)
74
The copula is optional in BM.
242
(538) Comparison of equality
Dia
tinggi sama ngko
same older.brother
3.SG tall
‘He (is) tall like older brother.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:10:16.2-00:10:17.5)
(539) Comparison of similarity
Kerair begi batu
hard like rock
‘Hard like a rock.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:05:25.7-00:05:25.9)
(540) Superlative (relative clause)
Ini
apple yang manis sekali
this
REL sweet very
‘This (is the) apple that (is) very sweet.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:35:46.0-00:35:47.8)
(541) Excessive degree
Terlalu
too
‘Too cold.’
sejok
cold
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-032, 00:04:42.3-00:04:43.6)
(542) Adverb and Adjective
Budak ini
sangat kechik lah.
child this
very small EMP
‘This child (is) very small.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:03:23.5-00:03:25.3)
(543) Adjective and Adverb
Kambing
dia
kuat sekali.
goat
3.SG strong very
‘His goat (is) very strong.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:01:53.3-00:01:54.6)
(544) Negation of Verb Phrase with Adjective
Barang
tak
hak
tak
beli
thing
NEG suitable
NEG buy
‘The thing (is) not suitable, (we) do not buy.’
lah.
EMP
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:02:18.5-00:02:20.2)
243
Note in example (544) that while it appears as though the negative marker tak precedes the
adjective directly, copulas are usually unexpressed in BM, and that tak negates the verb phrase
that comprises hak as its complement. Verb phrase negation is covered in section 5.2.8.
5.3.1 Comparatives
Comparatives in BM are expressed by the structure lagik-AP-lagik, lagik-AP and AP-lagik, as
shown in the following examples. This form of comparative has also been observed by Lee
(1999). Lagik has the literal meaning of ‘more’ in these instances.75 The noun phrase that follows
the comparative expression is an oblique. It is optional as shown by examples (549) and (550).
Example (537) is replicated as example (545).
(545) Ini
apple lagik manis lagik itu
this
more sweet more that
‘This apple (is) sweet than that one.’
apple.
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:35:27.2-00:35:29.8)
(546) Ini
budak panday lagik itu
budak.
this
child clever more that child
‘This child (is) more clever than that child.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:34:17.0-00:34:22.7)
(547) Rumah batu lagik bagus lagik rumah yang lain.
house rock more good more house Rel
other
‘The rock house (is) better than the house that (is) the other.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-035, 00:03:16.9-00:03:27.0)
(548) Rumah kayu lagik bagus lagik rumah rumpot kering.
house wood more good more house grass dry
‘The wooden house (is) better than the hay house.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-035, 00:02:46.1-00:02:50.2)
(549) Lagik senang.
more easy
‘(It is) easier.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:12:50.4-00:12:50.9)
75
Lagik also means ‘still, later, and again.’
244
(550) Ini
lagik shiok76
this
more satisified.feeling
‘It feels better, no?’
kan?77
no
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:07:24.0-00:07:25.7)
Expressions of comparatives always follow the noun phrase that it modifies. Again, the copula
is non-obligatory.
5.3.2 Comparison of equality
It is also possible in BM to express equality using the structure in the following examples, where
sama is used, linking adjective with the noun phrase the subject is being compared to.
Technically, sama NP appears to function as an adverb that modifies the adjective by following
it. Example (538) is replicated below as example (551).
(551) Tapi dia
tinggi sama ngko
But
3.SG tall
same older.brother
‘But he (is) tall like older brother.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:10:16.2-00:10:17.5)
dia
(552) Derek tinggi sama ngko
tall
same older.brother 3.SG
‘Derek (is) tall like his older brother.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:10:31.5-00:10:33.6)
sama anak
(553) Panday
clever
same son
‘Clever like her son.’
dia
3.SG
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:08:10.1-00:08:12.1)
Again, the main noun phrase precedes the adjectival phrase, except for example (553) where
the subject is dropped. Subjects are optional in BM (see section 5.6.2).
76
This is the only word where ʃ is found, hence shiok [ʃjoʔ] is not part of the stable consonant inventory. The word
itself may have been derived from Punjabi shauk [ʃjawʔ], which is an exclamation that is akin to ‘great’.
77
Kan in this instance is a shortened version of bukan ‘no’.
245
5.3.3 Comparison of similarity
Another type of comparison in BM is that of similarity. These expressions are akin to stating
that the subject in question is similar to something else, but not completely alike. For these
expressions, begitu or macham are used, both meaning ‘like’. The short form of begitu is begi.
Similar to comparatives of equality, begi NP and macham NP appear to be adverbs that modify
the adjectives or verbs they follow, except for examples (557) and (559) where they modify the
noun phrases that they follow. Note that many of these expressions featuring begitu or macham
are idiomatic, as with examples (555), (556), (558), and (559). Example (539) is replicated
here as example (554).
(554) Kerair begi batu
hard like rock
‘Hard like a rock.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:05:25.7-00:05:25.9)
begi kain lipat
(555) Dia-orang
seronoh
3-PL
proper
like cloth fold
‘They (are) proper like a folded cloth.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-052, 00:03:03.8-00:03:13.0)
(556) Dia
chakap begi lidah tak-a tulang.
bone
3.SG speak like tongue NEG-have
‘He speaks like a tongue without bone (uncontrollable).’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-104, 00:13:51.4-00:13:53.8)
(557) Itu
macham
Chettiar
Melaka
that like
‘That (is) like the Chettiars in Malacca (known for being moneylenders)’
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:02:21.7-00:02:23.4)
panday sekali macham
gauchaytian
(558) Orang ni
person this
clever very like
monkey.god
‘This person (is) very clever like the monkey god.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-104, 00:22:36.7-00:22:40.8)
(559) Dia
macham
kain lipat
3.SG like
cloth fold
‘He (is) like a folded cloth (very proper).’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-052, 00:03:28.7-00:03:21.3)
246
5.3.4 Superlatives
There is no actual grammatical construction in BM that is strictly a superlative. In fact, the
interpretation of the notion of a superlative usually depends on the given context, given that
superlatives take the form of relative clauses (see section 5.6.3). For example, the speaker
produces (560) and (561) after giving examples about what constitutes comparatives, the earlier
example (545) being the comparative counterpart of these sentences. Similarly, example (562) is
produced in this speaker’s retelling of Grimm’s The Three Little Pigs, and after producing this
utterance, he says in English, “the youngest”. Example (540) is replicated here as (560).
(560)
Ini
apple yang manis sekali
this
REL sweet very
‘This is the apple that is very sweet (the sweetest apple)’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:35:46.0-00:35:47.8)
(561) Ni
yang manis sekali.
this
REL sweet very
‘This is that which is very sweet (this which is the sweetest).’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:35:43.0-00:35:43.7)
(562) Si
babi yang kechik
pig
PERSON
REL small
‘The pig that is small (the pig that is the smallest)’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-035, 00:01:12.0-00:01:17.0)
These sentences that are to be interpreted as superlatives are essentially relative clauses that postmodify the noun phrase head. Lee (1999) also interprets similar constructions to be superlatives,
although she does not identify these as relative clauses. More information on relative clauses can
be found in section 5.6.3.
5.3.5 Excessive degree
Excessive degree is expressed in BM by pre-modifying the adjective concerned with the adverb
terlalu ‘too’. In Malay, ter- forms the superlative when attached to an adjective. However in this
instance, ter- is attached to the verb lalu which means to ‘pass by something or someone’, and
the resulting adverb expresses the notion of ‘too’, or to an excessive degree. The prefix ter- is
otherwise not productive in this manner, and it is not used for purposes other than to express that
247
a verb is accidental or involves movement (see section 4.2.1.1). Examples of utterances
expressing excessive degree are shown below.
(563) Itu
kuéh kuéh terlalu manis.
that cake cake too
sweet
‘Those cakes (are) too sweet.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:05:50.4-00:05:54.5)
(564) Tu
kuéh rasa terlalu manis
that cake feel
too
sweet
‘That cake (I) feel (is) too sweet.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:06:27.6-00:06:30.3)
(565) Itu
bubor
terlalu panas
that porridge
too
hot
‘That porridge (is) too hot.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-032, 00:04:27.2-00:04:30.6)
(566) Itu
kerosi terlalu keras.
that chair too
hard
‘That chair (is) too hard.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-032, 00:05:19.8-00:05:21.4)
(567) Kerosi tu
terlalu lembéh.
chair that too
soft
‘That chair (is) too soft.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-032, 00:05:29.2-00:05:31.8)
(568) Itu
pun terlalu tinggi.
that also too
tall
‘That (is) also too tall.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-032, 00:06:34.1-00:06:35.7)
Hence, where expressions of excessive degree are concerned, the adjectival phrase is head-final,
with preceding modifier terlalu ‘too’.
5.3.6 Adjectival phrases with adverbial modifiers
In general, adverbs may precede or follow the main adjectival phrase. Example (542) is shown
below as example (569).
248
(569) Sunggu
really
‘Just nice.’
chukop
enough
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-032, 00:05:50.8-00:05:52.3)
(570) Budak ini
sangat kechik lah.
child this
very small EMP
‘This child (is) very small.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:03:23.5-00:03:25.3)
(571) Manyak
panas, dia
tak
boléh tahan.
hot
3.Sg Neg can
withstand
Many
‘(It is) very hot, she cannot stand (it).’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:04:28.6-00:04:30.6)
(572) Mahal
sikit
expensive
little
‘A little expensive.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:02:48.7-00:02:50.0)
(573) Chanték
sekali
beautiful
very
‘Very beautiful.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:02:35.7-00:02:37.2)
(574) Dulu
dia
jahat sikit.
long.ago
3.SG evil
little
‘Long ago he (was) a little evil.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:02:35.7-00:02:37.2)
There is no preference for either head-initial or head-final adjectival phrase. Both are observed to
be equally common in BM.
5.3.7 Order of elements in adjectival phrases
The different types of adjectival phrases covered in this section are general comparatives,
comparatives of equality, comparatives of similarity, superlatives (in the form of relative
clauses), and expressions of excessive degree, as well as simple adjectival phrases that are either
pre-modified or post-modified by adverbs. In many instances (such as with the different
comparatives), the modifiers mostly follow the head adjective. However, it is also common to
249
have modifiers preceding the adjectives, as with expressions of excessive degree and general
modifications of the simple adjectival phrase. Note that adverbs may also precede or follow basic
adjectival phrases. In general, similar to the noun phrase it is inaccurate to state that the
adjectival phrase has a preference for being head-initial or head-final.
5.4
Adverbial phrases
Examples in earlier sections demonstrated how adverbs may be used to modify verbs and
adjectives (see sections 5.2.7, 5.3.3, 5.3.5, and 5.3.6 for examples). This section shows how
adverbial phrases may provide more information on matters of time, location, manner, intensity,
and degree. These adverbial phrases are not strictly limited to phrases containing adverbs.
Rather, they may also be noun phrases, prepositional phrases, or adjectival phrases that function
as modifiers of verb phrases and other adjectival phrases. These adverbial phrases also have to be
differentiated from adverbial clauses that modify other clauses (see section 5.6.6).
(575) Temporal
Mary nanti tinggair
Melaka
dua
later live
two
‘Mary will stay in Malacca for two weeks.’
minggu.
week
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:28:06.4-00:28:12.4)
(576) Location
Mary beli
apple kat
pasair.
buy
PREP market
‘Mary bought the apple at the market.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:33:27.0-00:33:32.4)
(577) Manner
Kuching.belanda
lari
rabbit
run
‘The rabbit ran very fast.’
chepat sekali
fast very
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:00:51.0-00:00:55.1)
250
5.4.1 Temporal adverbial phrases
Adverbial phrases may be used to indicate information regarding time. In BM, it is common to
have noun phrase or preposition phrase functioning as an adverbial phrase that modifies the verb
phrase. Example (575) is replicated below as example (578).
(578) Mary nanti tinggair
Melaka
dua
later live
two
‘Mary will stay in Malacca for two weeks.’
minggu.
week
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:28:06.4-00:28:12.4)
(579) John
nanti belajar dua jam kat
library.
later study two hour PREP
‘John will study for two hours at the library.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:28:40.5-00:28:50.1)
(580) Kukus tu
sayor
dalam se-puloh
steam that vegetable
inside one-ten
‘Steam those vegetables for ten minutes.’
minit
minute
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:27:29.9-00:27:36.5)
Adverbial phrases regarding time usually follow the verb phrases that they modify instead of
preceding them. A sentence may also have more than one adverbial phrase, as with example
(579), which has two adverbial phrases, the first one following the verb phrase expressing time,
and the second one expressing location.
5.4.2 Location adverbial phrases
Adverbial phrases in BM that usually comprise prepositional phrases are used to give
information regarding location. Examples of these have also been presented in the earlier section
on prepositions (see 4.6). Example (293) is replicated here as example (581), (267) as (582), and
(579) as (583).
(581) Dia
dudok bawah
pokok.
3.SG sit
bottom
tree
‘He sat at the bottom of the tree.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:01:34.9-00:01:37.1)
251
(582) Kupukupu
trebang
di
dekat itu
butterfly
fly
PREP near that
‘The butterfly flew near that dog.’
mia
REL
anjing.
dog
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:01:36.8-00:01:41.7)
(583) John
nanti belajar dua
jam kat
library.
later study two
hour PREP
‘John will study for two hours at the library.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:28:40.5-00:28:50.1)
(584) Ada gui
kat
sana.
PROG kneel PREP there
‘(They) are kneeling there.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:05:43.6-00:05:45.8)
Again, these adverbial phrases that modify the verb phrase usually following rather than precede
it. A verb phrase may also be modified by more than one adverbial phrases, as with example
(583). Consultants state that there is no preference for any specific order where these adverbial
phrases are concerned. Temporal adverbial phrase may precede location adverbial phrase, or vice
versa.
5.4.3 Manner adverbial phrases
Adverbial phrases may also be used to indicate the manner in which something is done. This
happens when an adverbial phrase is used to modify a verb phrase. Example (577) is replicated
as example (585) here. Again, adverbial phrases can comprise adjectives used as adverbs, as with
(585) and (586). Adverbial phrases expressing manner may also comprise preposition phrases
featuring sama ‘with’78. This is shown in examples (587) and (588).
(585) Kuching.belanda
lari
rabbit
run
‘The rabbit ran very fast.’
chepat sekali
fast very
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:00:51.0-00:00:55.1)
(586) Labi.labi
main pelan sair.
tortoise
play slow CONF
‘The tortoise played slowly indeed.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:00:58.4-00:01:00.6)
78
Sama is also used as general conjunction, ‘and’.
252
(587) Lu
boléh bukak itu
pintu sama ini
2.SG can
open that door with this
‘You can open that door with this key.’
konchi.
key
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-123, 00:05:30.3-00:05:33.8)
(588) Dia
pinjak itu
kachua
sama dia
3.SG step.on that cockroach
with 3.SG
‘He stepped on that cockroach with his shoe.’
mia kasot.
POSS shoe
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-123, 00:06:06.1-00:06:09.8)
5.4.4 Order of elements in adjectival phrases
While single-word adverbs may precede or follow the verb phrase (see section 5.2.7 for
examples), more complex adverb phrases like the ones in these sections usually follow the verb
phrase instead of preceding it. These adverbial phrases expressing time, location, and manner
are mostly head-initial, with the modifiers (mainly complements) following the heads, rather
than preceding them.
5.5
Summary of word order at the phrase level
The following table sums up the different types of word order at the phrase level, and the
default order of individual phrases, if any.
253
NP
No dominant tendency
DEM N / N DEM
A punya N / N A (basic)
GEN punya N (basic) / N GEN (only when
possessor is a pronoun)
PERSON N
NUM N
CLF N
NEG N
VP
Modifier-head tendency
AUX V
ADV V (strictly so for tense and aspect)
V ADV
NEG V
AP
ADV A
No dominant tendency
A ADV
AdvP
ADV COMP
Head-modifier tendency
Prepositions
Table 39: List of phrases, their word orders and general tendencies
The observed word orders in BM are interesting because the language does not appear to fall
within the common parameters that Greenberg (1963) had postulated for SVO languages, BM
being very clearly SVO (see section 5.6.2). For example. in languages with prepositions, the
genitive is said to almost always follow the governing noun. This is untrue of BM, since the
254
default order is GEN N (N GEN can only be used when N is a pronoun). These word order
properties of BM make it typologically interesting.
5.6
Clauses
While the preceding sections focused on phrase-internal structure, the following section focuses
on order at the higher clause level. Essentially, these sections are concerned with what phrases
constitute a clause (or what some may refer to as a sentence), and what more complex clauses
(such as relative clauses, complement clauses, among others) comprise.
5.6.1 Word order at the clause level
Clauses are generally predicate-final, the predicate being a verb in most instances. Example (23)
is shown below as (589).
(589) Budak tu
senyum
child that smile
‘That child smiles.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:00:35.9-00:00:37.7)
(590) Budak pakay baju
Child wear clothes
‘The child puts on clothes.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:00:59.4-00:01:01.8)
Sentences featuring adjectives like the ones that follow, can be interpreted to have an
unexpressed copula predicate. For the purpose of comparison, example (593) features an
expressed copula, copulas being optional in BM.
(591) Ini
orang kiamsiap
sair.
this
person miserly
CONF
‘This person (is) miserly indeed.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-105, 00:02:06.1-00:02:07.5)
(592) Ini
orang tuakang
sekali.
this
person generous
very
‘This person (is) very generous.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-105, 00:01:29.8-00:01:32.5)
255
(593) Ini
piso ada
tajam.
This knife COP sharp
‘This knife is sharp.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-105, 00:03:58.5-00:03:59.9)
Similarly, sentence-final predicates can include noun phrases. Again the copula is not expressed.
Example (144) is replicated here as (594).
(594) Ini
buah
this
CLF.fruit
‘These (are) pears.’
pear
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:00:27.9-00:00:28.9)
(595) Peter punya bapak sama William
punya bapak adék-beradék
POSS father and
POSS father sibling-PL
‘Peter’s father and William’s father (are) siblings.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:45:01.7-00:45:06.9)
In general, the order of basic clauses in BM appear to be NP-VP, when subjects are expressed.
Again, it is possible for subjects to not be expressed (see 5.6.2). However, as section 5.6.9
shows, this general order may be disrupted when topicalization occurs, as it commonly does in
BM.
5.6.2 Grammatical relations and alignment
BM is a SVO (subject verb object) language. The notion of subject here follows from that of
Comrie, who states that “the prototype of subject represents the intersection of agent and topic
(1989:107). In BM, the subject NP is not marked differently from the object NP. Instead, in most
instances, the subject of a clause can be determined by word order. The syntactic subject
precedes the main verb phrase. This is demonstrated by examples (596) to (599). Example (197)
is shown below as example (598).
(596) Beruang
kechik ada
mangkok
bear
small Poss bowl
‘The small bear has a small bowl.’
kechik
small
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-032, 00:01:20.9-00:01:24.5)
256
(597) Beruang
kechik dudok kerosi kechik.
bear
small sit
chair small
‘The small bear sits on a small chair.
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-032, 00:01:44.0-00:01:46.8)
(598) Tu
bangkuang tak
bergerak
that turnip
NEG move
‘That turnip does not move.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-034, 00:01:00.5-00:01:03.3)
(599) Ada satu
EXIST one
tukang kebun, sama
labourer garden and
bini dia,
wife 3.SG
tanam bangkuang.
plant turnip
‘There was a gardener, and his wife, (who) planted turnips.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-034, 00:00:15.9-00:00:22.0)
While both (598) and (599) show that it is difficult to always correlate subject with the most
agent-like NP in a clause, and hence provides support for the notion of a prototypical subject
instead of a definite one, (599) also demonstrates that the subject is not always overtly expressed
in BM. BM is a null-subject language.
In terms of grammatical relations, it is also possible for object to undergo passivization with the
use of passive marker kena, so that the object is promoted to subject. The logical subject is not
expressed. This has also been discussed in section 5.2.3.
(600) Orang itu
pukol kuching.
person that hit
cat
‘That person hit the cat.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:42:26.0-00:42:27.8)
(601) Itu
kuching
that cat
‘That cat was hit.’
kena pukol.
PASS hit
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:42:37.0-00:42:38.8)
Where alignment is concerned, BM is a nominative-accusative language. The subject of the
intransitive verb is treated equivalently to the agent of the transitive verb. This is demonstrated
by the following examples.
257
(602) Kuching
tu
cat
that
‘That cat jumped.’
lompat.
jump
(Jane Quek oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:10:58.0-00:10:59.8)
(603) Anjing ambek bakol.
dog take basket
‘The dog takes the basket.’
(Jane Quek oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:01:19.6-00:01:21.9)
The subject of the intransitive verb, as with kuching tu ‘that cat’ in (602), and the agent of the
transitive verb, as with anjing ‘dog’ in (603), always precede the verb, whereas the object of the
transitive verb always follows the verb.
It is important to note that there are no overt coding devices that reflect the nominativeaccusative alignment in BM. There are also no other coding devices found on nouns or verbs to
indicate alignment, agree, or cross-referencing. Relations are expressed mainly through word
order.
5.6.3 Relative clauses
Relative clauses here refer to subordinate clauses that modify a noun phrase. Comrie (1989:143)
states that relative clauses “consists necessarily of a head and a restricting clause” and that the
prototypical relative clause is restrictive rather than non-restrictive. However, there is no basis
for excluding non-restrictive relative clauses, so a more general view of relative clauses is
adopted. More pertinently, Comrie (1989) argues for an an accessibility hierarchy for
relativization: Subject ⊃ Direct Object ⊃ Indirect Object ⊃ Possessor. That is, if a language can
have relative clauses modifying noun phrases at a given position lower on the hierarchy, then it
can relativize on all positions higher (to the left) on the hierarchy. The hierarchy of accessibility
he identifies assumes that subjects are more easily relativized than direct objects, which are more
easily relativized than indirect objects. Indirect objects are then in turn more easily relativized
than possessors. In addition to the accessibility hierarchy, Comrie also highlights different
strategies of relativization. The strategy that is most relevant to BM is the gap-type strategy. The
258
gap-type strategy is one that does not provide any overt indication of the role of the head within
the relative clause.
In BM, there are two relative clause markers. One of the relative clause markers is yang (or
sometimes nang in BM), which post-modifies the noun phrase head, as it does in Malay, the
language from which it is derived. The other relative clause is punya (shortened forms: mia, nia),
used in its basic form to indicate possession (see section 5.1.1). That punya is also used for
relative clauses may be attributed to influence from substrate Hokkien relative clause marker e,
which is also incidentally used to indicate possession (see section 7.4.4.2). Note that this does
not imply that the possessive function of punya (described in section 5.1.1) comes from Hokkien,
since punya is also to indicate posession in other varieties of Malay, including Jakarta Malay,
Manado Malay and Moluccan Malay. That punya derives its relativizer function from Hokkien ê
has been identified previously by Lee (2012) with regard to SBM and Lim (1988) with regard to
MBM. Whereas yang relative clauses post-modifies noun heads, punya relative clauses premodify noun heads. The following are examples of both.
Both yang and punya can relativize subject, as demonstrated by examples (604) to (607), albeit
yang relativizes postnominally while punya relativizes prenominally. Example (21) is replicated
here as (607).
(604) Subject
Ini
budak [nang terteriak wolf].
this
child REL ACD- call.out
‘This boy that accidentally cried wolf.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:03:34.9-00:03:37.3)
(605) Ini
sumua dia
mia
kawan [nang jaga kambing].
this
all
3.SG POSS friend REL guard sheep
‘These are all his friends who guard sheep.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:03:34.9-00:03:37.3)
(606) [téngok
saya punya] kuda punya
kaki sudah patah
look
1.SG REL horse Poss
leg
already snap
‘The horse that was looking at me had one of its legs already snapped.’
(Lee 2012)
259
(607) [Anak perompuan nia]
child female
REL
‘The one that is a girl.’
satu
ONE
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:00:44.8-00:00:47.0)
Both yang and punya can also be used to relativize direct object, as shown in examples (608) to
(611). Again, whereas Malay-derived yang modifies the main noun phrase postnominally,
punya, which has derived its characteristics from Hokkien (see section 7.4.4.2, Lee 2012),
modifies the main noun phrase prenominally.
(608) Direct object
Itu
kerosi kechik [yang dia
this
chair small REL 3.SG
‘That chair that she broke.’
pechah]
break
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-032, 00:06:03.1-00:06:05.6)
(609) Ini [yang
dia
kejar].
3.SG chase
this REL
‘This that he chased.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:02:06.0-00:02:07.5)
(610) Gua
nampak
[orang tarék punya] chia
1.SG
see
person pull REL car
‘I saw the car (rickshaw) that the man pulled.’
(Lee 2012)
(611) [Satu orang masak mia].
one person cook REL
‘(The one) that one person cooked.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:11:08.5-00:11:09.6)
Yang and punya may also relativize indirect object. Again, yang is used as a postnominal
relativizer while punya is used as a prenominal relativizer.
(612) Indirect object
Itu
perompuan [yang mak kasi lauk
],
sudah balék
that female
REL mother give cook.food
already return
‘That female that mother gave cooked food to, has returned.’
(Lee 2012)
260
(613) Saya nampak
[saya kasi kuéh
1.SG give cake
1.SG see
‘I saw the man whom I gave the cake to.’
punya] orang
REL person
(Lee 2012)
The only position that yang can relativize, but not punya, is the possessor. This may be due to
the fact that punya is already used to indicate possession (see section 5.1.1), hence making it
confusing if it is also used to relative possessor. The sentence in (616) is constructed and
presented to speakers, who judged it to be ungrammatical. They state that it is not possible to
construct a sentence using punya to express ‘that person whose friends hit me’ (Lee 2012).
(614) Possessor
Saya kenal
satu anjing [yang ada
lima
1.SG know.person one
dog
REL POSS five
‘I know a dog that has five small children.’
anak
child
kechik].
small
(Lee 2012)
(615) [Yang ada
umor sikit]
REL have age
little
‘(Those that) have a little age /Those that are a little old.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-002, 00:06:22.4-00:06:24.1)
(616) *itu (orang) punya kawan-kawan pukol gua
that (person) possess friend-friend hit
1.SG
‘that person whose friends hit me.’
punya orang
REL person
(Lee 2012)
Hence, the two relative clause markers, yang and punya have different patterns of use. While
yang modifies a head noun phrase postnominally, punya modifies a head noun phrase
prenominally. Speakers can use yang to relativize subject, direct object, indirect object, and
possessor, while they can use punya to relative subject, direct object, and indirect object, but not
possessor. Both relative clause structures use the gap-type strategy, where there is no overt
indication of role of the head within the relative clause (Comrie 1989). More discussion on how
punya derives its functions from a Hokkien relative clause marker is provided in section 7.4.4.2.
261
5.6.4 Complement clauses
In BM, complement clauses can be predicated by verb or adjective. In a sense, the complement
clause is required to realise the meaning of the verb or adjective. The zero strategy is used for
complement clauses, the main clause and the subordinate complement clause being juxtaposed
against each other. Examples (501) and (527) are replicated here as (617) and (618)
respectively.
(617) John
rasa [dia pernah jumpa Mary].
think 3.SG ever meet
John thinks that he has met Mary before.
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:42:23.6-00:42:25.7)
(618) Gua rasa [pear tu
tak
1.SG think
that NEG
‘I think that pear cannot be eaten.’
boléh makan].
can
eat
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:05:24.3-00:05:25.7)
orang ada
peték buah
(619) Gua rasa [ni
1.SG think this
person PROG pluck CLF.fruit
‘I think this person is plucking pears.
pear].
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:00:28.9-00:00:31.2)
(620) Gua tau
[lu
mo
1.SG know 2.SG want
I know you want to come.’
datang].
come
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:13:49.3-00:13:50.8)
(621) Mak dia
harap [dia balék siang].
mother 3.SG hope 3.SG return early
‘His mother hopes he returns early.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-090, 00:05:46.0-00:05:58.6)
(622) Gua tak
pikay [gua pernah jumpa lu].
1.SG NEG think 1.SG ever meet 2.SG
‘I do not think I have ever met you.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-096, 00:52:09.0-00:52:11.3)
262
(623) Tak
sangka [boléh jumpa orang Peranakan].
NEG expect can
meet person
‘(I) did not expect (I) could meet Peranakans.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-002, 00:04:31.4-00:04:33.7)
(624) Gua tentu
[jumpu lu
dekat airport].
1.SG definite
jumpa 2.SG PREP
‘I (am) definite (I would) meet you at the airport.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:13:34.1-00:13:37.9)
In instances where the subject is not expressed in the subordinate clause, the unexpressed
subject always shares the same referent as the subject of the main clause, as with examples
(623) and (624). These are instances of subject control, whereas the rest of the examples, (617)
to (621), are instances of object control. Object control occurs when the object of the main verb
is also the subject of the verb in the subordinate clause. It is also possible for the subject to be
overtly expressed in the subordinate clause in cases of subject control (where subject of main
clause has the same referent as subject of subordinate clause). This is demonstrated by example
(622). However, this is less frequently observed, possibly due to the efficiency of dropping
subjects and the preference for null-subject in BM.
5.6.5 Direct and indirect speech
In BM, the zero strategy is used for both direct and indirect speech. There is very little difference
between direct and indirect speech, except that the pronoun used within the subordinate clause
changes accordingly. In examples (625) to (627), the speakers are using direct speech, either
reporting what they said themselves, or what others have said in its original form. In instances
such as these, the subordinate clause usually involve first person or second person pronouns.
(625) Gua kata, [gua sudah lama
kun
tak
1.SG say, 1.SG already long.time
also NEG
‘I said, “I also have not eaten (this) for a long time.”’
makan].
eat
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:00:52.3-00:00:55.7)
263
(626) Mama
mama
sumua chakap, [amek gua mia aloji
kuluair].
grandmother grandmother all
speak take 1.SG POSS small.clock out
‘Grandmothers all said, “Take my small clock out.”
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:10:19.5-00:10:21.4)
gua
chakap, [oh lu
Catholic
ada
chutsi eh]?79
1.SG speak
2.SG
have rebirth Q
‘My Tony said, “Oh you Catholics have the concept of rebirth?”
(627) Tony
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:06:05.7-00:06:10.8)
Where indirect speech is concerned, the zero strategy is also used, and the only difference
between direct and indirect speech is that third person pronouns are usually used in indirect
speech. Examples (628) and (629) show instances of indirect speech.
(628) Bill
chakap,
[dia sudah
speak
3.SG already
‘Bill said, he has already been to France.’
pi
go
France].
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:09:59.6-00:10:02.8)
(629) Dia
kata, [lama
dia
tak
makan].
3.SG say
3.SG NEG eat
long.time
‘She said she has not eaten (this) for a long time.’
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:00:31.2-00:00:33.5)
5.6.6 Adverbial clauses
The adverbial clause functions as a modifier of the larger component clause. The adverbial
clause is an adjunct and optional, the main clause being grammatical on its own in the absence of
the adverbial clause. However, it is often valuable, offering additional information on time,
location, and to some extent, manner. Examples of the different types of adverbial clauses are
shown here.
(630) Temporal
[Dulu minggu],
Mary jatoh sakit.
before week
fall
sick
‘Last week Mary fell sick.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:04:39.2-00:04:43.8)
79
Intended as a joke.
264
(631) Location
[Se- lepas restaurant itu], lu
nanti jumpa satu cake
that 2.SG later see
one
one- after
‘Immediately after that restaurant, you will see a cake shop.’
shop.80
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-107, 00:13:51.3-00:13:57.8)
(632) Manner
Dia
menangis
sedéh sedéh [bila dia
3.SG cry
sad
sad
when 3.SG
‘She cried sadly when she left the house.’
kuluair rumah].
go.out house
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:04:52.8-00:04:45.7)
5.6.6.1 Temporal adverbial clauses
One of the most important functions of adverbial clauses is to indicate information regarding
time, considering that BM has a more elaborate system of aspect than of tense. Tense is hence
often implied through the use of adverbial clauses. The following examples show how past,
present and future are implied through the use of adverbial clauses. These clauses usually
precede the main clause, although they may also follow the main clause. The events in examples
(633) to (635) are to be interpreted as having happened in the past, the events in examples (636)
to (638) are current, and those in examples (639) to (641) will take place in the future.
(633) [Empat puloh taon lepas], Tan nia chepuat tinggair dekatKatong.
REL family live
four
ten
years after
PREP
‘Forty years ago, the Tan family lived in Katong.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:00:38.5-00:00:54.5)
(634) [Dua bulan lepas], Mary beli
rumah dekat Katong.
four month after
buy
house PREP
‘Four months ago, Mary bought a house in Katong.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:03:33.6-00:03:35.4)
(635) Ini
cherita jadi dia
[lima ratus
this
story happen 3.SG five hundred
‘This story happened five hundred years ago.’
taon
year
lepas].
after
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:01:42.4-00:01:46.5)
80
It is possible for se- ‘one’ to be prefixed to lepas ‘after’, to denote immediacy, or that something took place one
moment after another did. Similarly, it is possible for se- ‘one’ to be prefixed to belom, to denote that something
took place immediately before something else.
265
(636) [Sekarang]
tak
tau
chakap.
now
NEG know speak
‘Now, (people) do not know how to speak.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-002, 00:07:39.2-00:07:40.9)
(637) [Ini
ari], Mary lu
mo
pegi
day
2.SG want go
this
‘Today, where do you want to go, Mary?’
mana?
where
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-042, 00:02:28.1-00:02:30.6)
(638) [Hari ini], Mary jumpa Jane dekat pasair
day
this
meet
PREP market
‘Today, Mary is meeting Jane at the pasair.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:07:20.9-00:07:25.3)
(639) [Bésok],
Mary
pi
pasair.
tomorrow
go
market
‘Tomorrow, Mary will go to the market.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:22:27.0-00:22:29.4)
(640) [Lain
minggu],
Mary pi
another
week
go
‘Next week Mary will go to Malacca.’
Melaka.
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:25:03.5-00:25:06.3)
(641) [Lagik bulan], Mary pi
Melaka.
go
More month
‘A month later, Mary will go to Malacca.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:26:17.6-00:26:20.9)
It is interesting to note that the word lepas which is literally interpreted as an adverb meaning
‘after’, is used in conjunction with noun phrases that indicate a quantity of time, to denote the
past and not the future. This is seen in examples (633) to (635). However, its counterpart belom
‘before’ is not used to indicate the future. Instead, the future is expressed when lagik ‘more,
precedes the relevant noun phrases, as with example (641). Lain ‘another’, as shown in example
(640) has a more limited function of expressing next day, week, month or year. A list of words
concerning time and date can be found in Appendix A.
266
5.6.6.2 Location adverbial clauses
Location can also be expressed by adverbial clauses. These also usually precede the main clause,
but may also follow the main phrase. Example (631) is replicated here as example (642) and
example (286) as (643).
(642)
[Se-lepas restaurant itu],
lu
nanti jumpa satu cake
one-after
that 2.SG later see
one
‘Immediately after that restaurant, you will see a cake shop.’
shop.
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-107, 00:13:51.3-00:13:57.8)
(643) [Di
se-belah],
dia
ketok apa?
PREP one-side
3.SG knock what
‘Beside, they are knocking what?’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:14:31.8-00:14:33.5)
(644) [Depan
carpark],
ada
ini
kebun bunga.
garden flower
front
EXIST this
‘In front of the carpark, there is a flower garden.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-107, 00:07:32.8-00:07:38.7)
(645) [Di
tepi
library]
ada
satu keday jual
PREP side
EXIST one
shop sell
‘At the side of the library, there is a shop selling cake.’
kuéh.
cake
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-107, 00:08:41.5-00:08:45.0)
(646) Anjing sudah mangun,
[dekat dalam basket].
dog already wake.up
PREP inside
‘The dog had already woken up, inside the basket.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:00:17.1-00:00:21.7)
[dekat itu
laut sana].
(647) Itu
budak main itu
speedboat,
that child play that
PREP that pond there
‘That child is playing with that speedboat, at that pond over there.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-088, 00:05:22.1-00:05:27.0)
Note that in examples (646) and (647), the adverbial clause modify the entire clause. They are
not adverbial phrases that modify only the verb phrase, as evidenced by the pause between both
clauses.
267
5.6.6.3 Manner adverbial clauses
Adverbial clauses may also be used to modify other clauses to express a manner in which
something is done. Example (482) is replicated as (650).
(648) Dia
menangis
sedéh sedéh [bila dia
3.SG cry
sad
sad
when 3.SG
‘She cried sadly when she left the house.’
kuluair rumah].
go.out house
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:04:52.8-00:04:45.7)
(649) [Lepas makan pagi
bahru], dia
pi
after eat
morning
just
3.SG go
‘After just eating breakfast, she goes to work.’
kreja.
work
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:32:20.1-00:32:22.8)
(650) [Belom dia
pulang],
gua
sudah dapat tau.
before 3.SG return.home 1.SG already get
know
‘Before she returned home, I already got to know (about something).’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-096, 00:03:17.4-00:03:40.4)
Thus far, the examples discussed in these sections show that subordinate clauses may precede or
follow the main clause, although there appears to be a stronger preference for subordinate
clause to precede main clause. More adverbial clauses are discussed in the section on
subordinating conjunctions (see section 5.6.8.2).
5.6.7 Conditionals
Kalu (alternative form: kalo) ‘if’ is used to connect clauses that semantically express
conditionals or if-then constructions (Traugott et al. 1986), where in a simplified sense, a
proposition is implied to be true if the conditions of another are fulfilled. Kalu can also be used
for counterfactuals with imagined states, as with example (653). It is typically used at the
beginning of the first clause that describes the antecedent. The second clause describes the
consequence if the antecedent conditions are met. Although this is rare, kalu and its antecedent
can also form the second clause, with the consequent clause fronted, as with example (654).
Example (189) is replicated here as example (652).
268
(651) [Kalo gua tau lu
mo datang],gua
tentu
jumpa lu
dekat airport
if
1.SG know 2.SG want come 1.SG
definite meet 2.SG
PREP
‘If I knew you were coming, I am definite (I would) meet you at the airport.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:13:32.1-00:13:37.9)
(652) [Kalu mo
kechik-kan
badan],
kurang -kan roti
If
want small-TR
less
-TR
body
bread
‘If (you) want to make your body smaller, lessen (your intake of) bread.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:12:27.5-00:12:32.0)
(653) [Kalu chutsi],
if
rebirth
‘If there is rebirth
gua
tak
mo
angkat pot
1.SG NEG want carry
I do not want to carry a pot (out into this world).’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:05:51.6-00:05:53.4)
(654) Gua bésok
datang,
[kalu Anne mo
come
if
want
1.SG tomorrow
‘I will come tomorrow if Anne wants me to come.’
gua
1.SG
datang].
come
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:14:56.9-00:15:03.4)
Aside from kalu ‘if’, it is also noted that bila ‘when’ can be used to expressed conditional
relationships, as with (655), except that it is rarely used for conditionals (see section 5.6.8).
(655) Kita chakap Peranakan, [bila kita
jumpa kita
1.PL speak Peranakan
when 1.PL meet 1.PL
‘We speak Peranakan when we meet our friends.’
mia
REL
kawan].
friend
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:04:07.0-00:04:09.1)
5.6.8 Conjunctions
There are two types of conjunctions, as mentioned in section 4.7, these being coordinating
conjunctions and subordinating conjunctions.
5.6.8.1 Coordinating conjunctions
Coordinating conjunctions are used to conjoin a phrase with another phrase, or a clause with
another clause. The three coordinating conjunction markers in BM are sama ‘and’, habis ‘finish’,
ka ‘or’, and tapi ‘but’.
269
In general, sama ‘and’ can be used to conjoin noun phrase to noun phrase or adjective phrase to
adjective phrase. Examples (656) and (657) show how sama acts as a link between noun phrases,
while (658) to (659) demonstrate how sama ‘and’ is used between adjective phrases.
(656) [Mak] sama [ko]
pegi pasair
mother and paternal.aunt go
market
‘Mother and paternal aunt went to market.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-110, 00:00:17.4-00:00:20.1)
(657) Mak
masak [iték tim],
[babi buah
keluak]
sama [sambal petay.]
mother cook duck double.boil pig CLF.fruit Pangium.edule and chili.paste flat.bean
‘Mother cooked double boiled duck, pork cooked with Pangium edule, and chili with flat beans.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-110, 00:06:51.5-00:06:57.2)
(658) Dia
kasi mak [marah]
3.SG cause mother angry
‘She made mother angry and sad.’
sama [sedéh].
and sad
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-110, 00:10:46.5-00:10:53.1)
(659) Ini
ari
[panas] sama [melekat]
this
day
hot
and sticky
‘Today (is) hot and sticky.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-110, 00:13:24.5-00:13:26.3)
It is more rare to find sama ‘and’ being used to conjoin verb phrases. Speakers state that it is not
possible to do two things at once, and prefer to use habis ‘finish’ to link two separate clauses
together sequentially. Another version of the word habis is abi. That fact that it is not possible to
express coordinated simultaneous action is also acknowledged by Lim (1988). He states that
often, sequential events occur as two separate sentences in MBM. The following examples show
how habis is used to link these separate clauses in SBM. Example (311) is replicated here as
(660).
(660) [Mak pegi pasair],habis tu
[dia pegi kopitiam].
mother go
market finish that 3.SG go
coffee.shop
‘Mother went to the market. After that she went to the coffeeshop.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-110, 00:01:23.4-00:01:29.3)
(661) [Mak bikin kuéh], habis tu
[dia siram ayé
pokok bunga].
mother make cake finish that 3.Sg flush water tree flower
‘Mother baked cake. After that she watered the plants.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-110, 00:03:41.6-00:03:57.2)
270
(662) [Jalan jalan] habi, [dudok kopi house]
walk walk finish, sit
coffee
‘After taking a walk, (I) sit (in the) coffee house.’
(Jane Quek oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:02:53.8-00:02:56.1)
Ka ‘or’ is used to connect any type of phrase to its equivalent phrase, or clause to another clause.
Example (663) shows how it connects noun phrases, example (664), verb phrases, example
(665), proper nouns, and example (666), preposition phrases. Example (312) is replicated as
(663).
(663) Gua rasa ini
[anak dia] ka
1.SG think this
child 3.SG or
‘I think this is his child or grandchild.’
[chuchu
grandchild
dia]
3.SG
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:02:13.0-00:02:15.0)
(664) [Mandi]
ka
bathe
or
‘Bathe or do what?’
[bikin apa]?
do
what
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-045, 00:07:54.8-00:07:56.5)
(665) [Terang
bulan] ka
[di
tanjong katong]
ka.
uncertain
or
Bright
moon or
PREP cape
‘Bright moon or at the uncertain cape or (both are names of songs).’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:08:27.8-00:08:31.0)
(666) [Dekat longkang]
ka
[dekat kopi tiam
or
PREP coffee shop
PREP drain
‘At the drain or at the coffee shop.’
ka],
or,
Tapi ‘but’ is used between two clauses, as with the following examples. Example (313) is
replicated below as example (667).
(667) [Gua mia
adék bikin kék] tapi [tak
1.SG REL sibling make cake but
NEG
‘My sister baked a cake but it was not delicious.’
sedap].
delicious
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-117, 00:14:38.9-00:14:44.6)
(668) [Mary pi
sekolah]
tapi [dia tak
suka
go
school
but
3.SG NEG like
‘Mary goes to school but she doesn’t like to study.’
bacha surat].
read letter
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-117, 00:16:26.0-00:16:29.5)
271
(669) [Bunga
tu
chanték]
tapi [mak gua
tak
flower
that beautiful
but
mother 1.SG NEG
‘That flower is beautiful but my mother does not like (it).’
suka].
like
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-117, 00:16:50.9-00:16:53.7)
5.6.8.2 Subordinating conjunctions
Subordinating conjunctions are used to conjoin subordinate clause to main clause. In these
instances, the subordinate clause also usually are adverbial clauses, functioning as modifiers of
the main clause. Two commonly used subordinating conjunctions are pasal (refined form:
pasair) ‘because’, bila ‘when’, and sunggu pun (literally: really also) ‘although’.
Pasal, which literally means ‘matter, reason’, is grammaticalized, becoming ‘because’. Pasal
‘because’ hence is typically used between different clauses, where the first clause describes the
outcome, and the second clause describes the reason behind the outcome. Example (670) to
(672) show examples of how pasal is used, example (670) being a replication of (314). Note
that the pasal construction may be the only subordinate clause that usually follows the main
clause, rather than precede it (see section 5.6.6 for more examples of subordinate clauses
preceding main clause).
(670) Tiga
minggu macham
dia
balék
[pasair dia
tinggal Singapore]
three
return because 3.SG
live
week
like.that
3.SG
Singapore
‘For about three weeks, she returns because she lives in Singapore.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:04:03.8-00:04:09.2)
(671) [Pasair
orang tau].
because
person know
‘Because people know’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:09:41.1-00:09:43.0)
(672) Kita kena masak [pasair
kita
tau
masak]
1.PL PASS cook because
1.PL know cook
‘We are made to cook because we know how to cook.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:09:49.5-00:09:54.0)
272
While most BM speakers use pasal for ‘because’, there also individual variation observed in the
corpus, where the Malay form kerana ‘because’ is used.
(673) Gua angkat manyak
tissue [kerana
1.SG carry many
because
‘I carry a lot of tissue because I have a cold.’
gua
1.SG
séisema]
have.a.cold
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:17:19.4-00:17:25.9)
Bila ‘when’, which is also used as an interrogative (see sections 4.1.3.4 and 5.6.10.1), can be
used as a conjunction between a main clause and an adverbial clause. It is more common for the
main clause to follow the adverbial clause, as with examples (674) and (675) rather than
precede it, as with example (676). Recall that bila may also be used in conditionals, even
though it is rarely used to do so (see section 5.6.7).
(674) [Bila
bahru gua balék rumah], bahru gua dapat tau
pasair tu
accident
when just 1.SG return home just 1.SG get know matter that
‘When I just returned home, I just got to know (about) that accident.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:02:22.8-00:02:26.3)
(675) [Bila gua
senang],
gua
1.SG
when 1.SG free
‘When I (am) free, I take walks.’
jalan jalan lah.
walk walk EMP
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:01:50.1-00:01:52.2)
(676) Gua dapat tau
pasair tu accident
[bila gua
know matter that
1.SG get
when 1.SG
‘I got to know (about) that accident when I met her.’
jumpa dia].
meet 3.SG
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:00:30.5-00:00:36.0)
Sunggu pun (literally ‘really also’) functions as subordinating conjunction ‘although’. The
subordinate clause it introduces usually precedes the main clause, although it is also acceptable
for the subordinate clause to follow the main clause. Example (677) is a replication of (317).
(677)
[Sunggu.pun dia
tak
standard], dia
dapat ini
kreja.
3.SG get
this
work
although
3.SG NEG
‘Although he (is of) no standard, he got this work.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:20:53.4-00:20:57.2)
273
(678) [Sunggu.pun lu
tak
suka dia], lu
mesti perama.
although
2.SG NEG like
3.SG 2.SG must polite
‘Although you do not like him, you must be polite.
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:23:21.7-00:23:25.2)
(679) Dia
boléh buang krejar, [sunggu.pun dia
3.SG can
throw work although
3.SG
‘He can lose his job although he drinks little.’
minum sikit.]
drinks little
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-053, 00:22:38.1-00:22:42.7)
Similar to observations made in section 5.6.6, most of subordinate clauses usually precede the
main clause, the only exception being sentences featuring pasal ‘because’.
5.6.9 Topicalization
Topicalization occurs when a particular constituent is fronted in a clause so that it is the most
prominent component of the clause. Topicalization is commonly used in BM, and speakers
topicalize the elements they believe to be most important. Lim (1988) goes as far as to suggest
that BM has a basic sentence structure of topic followed by comment. He alludes to Li and
Thompson (1976) who suggest that many Asian languages have Topic-Comment as their basic
structure, instead of subject and predicate. BM, having derived its characteristics from substrate
Hokkien, may have adopted its Topic-Comment structure. However, one hesitates to state that
BM is more Topic-Comment than it is Subject-Predicate, simply because there are many
instances of Subject-Predicate examples, such as with the recently discussed examples (677) to
(679). Instead, it may be preferable to assert that topicalization often happens in BM.
The different constituents that can be fronted through topicalization include noun phrase object,
adjectival phrase, adverbial phrase and also adverbial clause. Verb phrases usually do not have to
be topicalized, since it is common for subjects to not be explicitly expressed, leaving verb
phrases to already front the clause. Note that commas may be provided in some of the examples
below to help in the parsing of these clauses, even though the speakers do not pause between the
constituent being topicalized and the rest of the clause in some instances.
The following examples show topicalization of object noun phrase.
274
(680) [Kerosi],
dudok, belom panas, sudah jalan
chair,
sit
not.yet hot
already walk
‘That chair is not yet hot from sitting, (and you) already are going.’
(Lilian, oai:scholarspace.manoa.hawaii.edu: NL1-079, 00:15:11.8-00:15:14.3)
(681) [Ikan kuning],
tarok asam
fish
yellow
put
tamarind
‘Yellow fish, put tamarind (on it).’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:07:29.4-00:07:32.2)
(682) [Teloh],
goréng.
egg
fry
‘The egg, fry (it).’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:07:44.8-00:07:47.5)
While noun phrase is topicalized in the preceding examples, the following ones show
topicalization of adjectives. At first glance, it is not clear if what is being topicalized is the
adjectival phrase or the verb phrase, considering there is very little use of the copula verb ada in
BM. It is not possible to make presumptions about whether ada should also be fronted, since no
such data exists. However, it is interesting to note again that there is no other instance of verb
phrase fronting. In most instances, when verb phrases occur at the beginning of the clause, the
clause carries no explicit subject, whereas in the examples that follow, the subject remains, albeit
no longer in first position. Thus, these should be analysed as the topicalization of something
other than the verb phrase, more likely, the adjectival phrase.
(683) [Samplang], dia.
promiscuous 3.SG
‘Promiscuous, he is.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-052, 00:02:57.4-00:02:58.5)
(684) [Betol],
ini
real
this
‘Real, this gold is.’
mas
gold
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-100, 00:52:54.1-00:52:55.1)
(685) [Senyap],
satu rumah
silent
one
house
‘Silent, the one house’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:03:00.6-00:03:03.5)
275
It is also possible for adverbial phrases and adverbial clauses to be fronted, although adverbial
phrases modifying time, location and manner usually follow the verb phrase rather than follow
it (see section 5.4). Instances of adverbial phrase topicalization are hence much more rare, as
with example (686). On the other hand, it is very common for adverbial clauses to be
topicalized, adverbial clauses having been observed to occur at both the beginning and end of
sentences (see section 5.6.6). Examples (630) and (631) are replicated as examples (687) and
(688).
(686) [Betol lawa], dia
pakay
real stylish 3.SG wear
‘Really stylish, he dresses.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-101, 00:06:22.8-00:06:27.3)
(687) [Dulu minggu],
Mary jatoh sakit.
before week
fall
sick
‘Last week Mary fell sick.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:04:39.2-00:04:43.8)
(688) [Se-lepas restaurant itu],
lu
nanti jumpa satu cake
one
one-after
that 2.SG later see
‘Immediately after that restaurant, you will see a cake shop.’
shop.
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-107, 00:13:51.3-00:13:57.8)
5.6.10 Questions
The types of questions in BM can be divided into two kinds, content questions and tag questions.
5.6.10.1
Content questions
Following sections 4.1.3.4 and 4.4.2, the interrogative pronouns and adverbs of BM are
summarized in the following table.
276
what
apa
who
siapa
whose
siapa punya/ mia/ nia
how many
berapa
which
mana
when
bila
where
mana
why ‘what reason’
apa pasal/ pasair/ sair
how ‘what like’
apa macham/ cham
rhetorical ‘where EXIST’
mana ada
Interrogative pronouns
Interrogative adverbs
Table 40: List of interrogative pronouns and adverbs in Baba Malay
The following are examples of how these interrogative pronouns and adverbs are used, and the
content questions that they form. The interrogatives can either be fronted or remain in situ. Note
that questions may occur with ah as an optional question particle.
Apa literally means ‘what’, and it can replace a noun phrase in a sentence. Apa can be fronted, as
with example (689). Example (691) shows how questions with apa are usually answered.
Example (169) is replicated here as (690).
(689) Apa ini
ah?
what that Q
‘What is this?’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-042, 00:08:32.1-00:08:33.4)
(690) Ini
apa?
This what
‘This (is) what?’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:23:11.1-00:23:12.5)
277
(691) Ini
hospital
this
‘This (is) a hospital.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-103, 00:01:01.4-00:01:03.6)
Siapa ‘who’ is also an interrogative pronoun, and may replace noun phrases in utterances, as
demonstrated by the following examples. Example (694) demonstrates how questions with
siapa may be answered. Example (170) is replicated as (692).
(692) Siapa itu?
who that
‘Who (is) that?’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-042, 00:23:11.1-00:23:12.5)
(693) Mary ini
siapa?81
this
who
‘This Mary (is) who?’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-042, 00:23:11.1-00:23:12.5)
(694) Ini
anak dia
child 3.SG
this
‘This (is) his child.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:02:13.5-00:02:14.4)
The notion of ‘whose’ is expressed when siapa is used together with possessive punya. The
short versions of punya are mia and nia (see section 5.1.1), although there are no instances of
siapa nia recorded. Due to place assimilation to p, the onset of the second syllable in siapa
‘who’, siapa punya and siapa mia may be preferred over siapa nia. Inadvertently, the answers
to these questions are utterances that replace siapa with a noun phrase, indicating who the
possessor is, as with example (697). Example (171) is replicated here as (695).
(695) Siapa punya bubor
who POSS porridge
‘Whose porridge (is) that?’
itu?
that
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-032, 00:04:10.1-00:04:12.1)
81
Where siapa ‘who’ and the second person pronoun lu are concerned, it is generally more polite to ask “Lu siapa?”
rather than “siapa lu?”
278
(696) Ini
rumah siapa mia?
this
house who POSS
‘This house (is) whose?’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-092, 00:02:01.1-00:02:03.9)
(697) Gua mia
ngkua
mia.
1.SG POSS father-in-law POSS
‘My father-in-law’s.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-092, 00:03:03.0-00:03:06.3)
Berapa denotes ‘how many’ (recall that it can also be used to mean ‘some’, see section 5.1.2.4).
Berapa can be used with noun classifiers and nouns, as with (698), or on its own, as with (699).
The default meaning of the utterance concerns how much something costs, but context, noun
classifiers and nouns can be used to tell what is being asked. Example (700) replicates (384),
and shows how questions with berapa may be answered.
(698) Berapa
bijik
itu
how.many
Clf.fruit
that
‘How many lemons (are) there?’
lémo kat
sana?
lemon PREP there
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-093, 00:27:14.8-00:27:17.8)
(699) Itu
lémo berapa?
that lemon how.many
‘That lemon (is) how much?’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-093, 00:27:05.5-00:27:07.9)
(700) Satu bijik
one
CLF.small.round
‘One cucumber.’
timun
cucumber
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-149, 00:03:17.8-00:03:19.4)
Mana has two functions, one of which is ‘which’ and the other is ‘where’ (‘Where’ examples
are discussed later). Mana is usually used when an interlocutor is presented more than one
option to choose from, and asked to state a preference for a particular one. There is some
individual variation. In addition to mana, as with example (701), a speaker also uses apa to
indicate ‘which’, as demonstrated by example (703). Example (702) replicates (173), and
example (704) shows how these questions can be answered.
279
(701) Mana satu lu
suka?
Which one
2.SG like
‘Which one do you like?’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-089, 01:03:17.5-01:03:18.7)
(702) Mana baik, mana satu tak
baik?
Which good which one
NEG good.
‘Which (is) good, which one (is) not good?’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:01:23.2-00:01:26.3)
(703) Apa colour?
what
‘What colour?’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-089, 01:03:44.8-01:03:47.0)
(704) Gua suka
1.SG like
‘I like red.’
mérah.
red
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-089, 01:04:17.2-01:04:19.4)
Whereas the above show uses of interrogative pronouns, the following examples demonstrate
how interrogative adverbs are used. These may substitute adverbial clauses. In most instances,
bila questions take the form of (705) rather than (706), even though both are well-formed to
speakers. Example (638) is replicated as (707), and shows how bila interrogatives may be
answered. Answers usually reflect some type of temporal information.
(705) Bila lu
mo
datang?
When 2.SG want come
‘When (do) you want to come?’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-093, 00:05:24.3-00:05:26.5)
(706) Dia
nia
sehjit
3.SG POSS birthday
‘Her birthday (is) when?’
bila?
when
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:43:10.9-00:43:13.6)
(707) hari ini,
Mary jumpa Jane dekat pasair
day
this
meet
PREP market
‘Today, Mary is meeting Jane at the pasair.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:07:20.9-00:07:25.3)
280
Other than being used to mean ‘which’, mana primarily functions to mean ‘where’. The
following examples show how mana is used to mean ‘where’. Again, mana usually occur
fronted as with (708). Example (709) is a rare instance of mana occurring in situ. Example
(235) is replicated here as example (708), and example (710) shows a typical answer to mana
interrogatives. Answers to mana interrogatives in this sense usually indicate a particular
location.
(708) Mana pi
si
Mary?
where go
PERSON
‘Where goes Mary?’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:08:42.2-00:08:43.5)
(709) Lu
pakay chanték
mo
pi
2.SG wear beautiful
want go
‘You dress beautifully to go where?’
mana?
where
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-042, 00:07:01.5-00:07:03.6)
(710) Mary pi
sekolah
go
school
‘Mary goes to school.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-117, 00:16:26.0-00:16:27.5)
Apa pasal (refined form: pasair, short refined form sair) literally means ‘what reason’, and
corresponds to ‘why’. Note that apa pasal is always fronted, and it has not been observed at the
end of utterances. Example (713) show how these questions are usually answered, where pasal/
pasair/ sair occurs as a grammaticalized ‘because’ (see section 5.6.8.2).
(711) Apa pasal lu
marah?
what reason 2.SG angry
‘Why (are) you angry?’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-093, 00:23:43.8-00:23:45.1)
(712) Apa sair si
Mary bikin kuéh?
what reason PERSON
make cake
‘Why (is) Mary baking a cake?’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:01:06.7-00:01:09.1)
281
(713) Pasal
dia
jahat, macham
because
3.SG evil, like
‘Because he (is) evil, like a ghost.’
hantu.
ghost
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-093, 00:26:21.2-00:26:27.0)
Apa macham (short form: cham), literally ‘what like’, is used to indicate ‘how’ in BM. They
usually occur fronted, as with example (714). The only instances where they do not occur right
at the beginning of the utterance are instances wherein other elements have been fronted, as
demonstrated by example (715). Apa macham questions can be answered by simple statements,
as demonstrated by example (716).
(714) Apa macham
pi
bank?
what like
go
‘How (do I) go to the bank?’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-103, 00:13:54.5-00:13:56.7)
(715) Bésok,
si
Mary, apa
cham mo
balék sekolah?
tomorrow
Person
what like want return school
‘How (does) Mary want to return to school tomorrow?’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:41:02.5-00:41:04.8)
(716) Dia
mo
dudok bus.
3.SG want sit
bus
‘She wants to take the bus.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-052, 00:09:14.8-00:09:18.0)
Whereas the previous interrogatives are used for the purpose of seeking an answer, mana ada
‘where EXIST’ is used as a rhetorical question. Mana ada always occurs at the beginning of
utterances. These are used in response to an interlocutor’s statement or question, to imply the
negative. For example, (717) follows an interlocutor’s question about where a knife is, and it
denies the existence of said knife. (718) on the other hand, is a response to an interlocutor’s
statement, that a particular person is clever. It does not give one’s opinion directly, and is akin
to asking, “How is he clever?” There is an inherent implication that the speaker does not share
the same opinion as the interlocutor. Note that this structure is essentially derived from
Hokkien, and will be revisited in section 7.4.4.2 Example (238) is replicated as (717).
282
(717) Mana ada
piso?
where EXIST knife
‘Where is the knife (implying there is no knife)?
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:21:02.8-00:21:05.6)
(718) Mana ada
panday?
where EXIST clever
‘How is he clever (implying he is not)?
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-093, 00:21:32.7-00:21:34.2)
In summary, whereas interrogative pronouns can occur fronted, or in situ, there appears to be a
preference for interrogative adverbs to be fronted. This is in line with the nature of the adverbial
clauses, which tend to be fronted in BM (see section 5.6.6).
5.6.10.2
Tag questions
Other than questions that feature interrogative pronouns and adverbs, tag questions are also
commonly used in BM. Tag questions are essentially declaratives that have been converted into
interrogatives with the tags attached at the end of the sentence. Tags are usually negative in
nature, and common ones include adverb, belom ‘not yet’ (see section 5.2.5.1), noun negation
marker, bukan (see section 5.1.4), and verb negation marker, tak (see section 5.2.8). Another tag
is the tak VP tak option.
Belom ‘not yet’ is used at the end of sentences featuring sudah ‘already’ to ask if an event has
already happened. Examples (719) to (721) show how the belom tag is used, and examples (722)
and (723) demonstrate typical answers to questions with belom. The positive answer would
comprise sudah ‘already’ VP, while the negative answer uses belom ‘not yet’ VP.
(719) Itu
kuéh sudah jadi
that cake already become
‘Has that cake formed yet?’
belom?
not.yet
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-098, 00:19:55.5-00:19:57.7)
(720) Itu
mia
lauk
sudah siap
cooked.food already prepared
that Rel
‘Has that cook food been prepared yet?
belom?
not.yet
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-099, 00:18:12.8-00:18:16.5)
283
(721) Lu
sudah siap
2.SG already prepared
‘Are you prepared yet?’
belom?
not.yet
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-100, 00:10:36.4-00:10:39.0)
(722) Itu
mia
lauk sumua sudah siap.
that Rel
food all
already prepared
‘That cooked food is all prepared already.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-099, 00:18:51.2-00:18:53.9)
(723) Mary belom siap.
not.yet prepared
‘Mary is not prepared yet.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-099, 00:20:11.5-00:20:13.9)
Another negative tag in BM is bukan (short version: kan82). The following examples show the
bukan tag is used. Earlier, the use of bukan to negate noun phrases was noted (see section 5.1.4).
In these instances, bukan is used to negate the clause. Essentially, the speaker has a view and
seeks confirmation. Typical replies to these questions will comprise ya ‘yes’, or bukan ‘no’.
These are demonstrated by examples (727) and (728).
(724) Dia
ada
beli
apple bukan?
3.SG PFV buy
no
‘He bought apples, no?’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:40:03.6-00:40:07.2)
(725) Dia
pi
sekolah
3.SG go
school
‘He goes to school, no?’
bukan?
no
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:40:24.4-00:40:27.4)
(726) Lu
mo
bukak pintu kan?
2.SG want open door no
‘You want to open the door, no?
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-044, 00:20:58.3-00:21:00.1)
(727) Ya
lah. Lama
tak
jalan sini.
yes
EMP long.time
NEG walk here
‘Yes. (I have) not walked here for a long time.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:00:05.1-00:00:08.3)
82
This is not to be mistakened with transitive marker –kan.
284
(728) Bukan. Terima.
no
accept
‘No. Accept (it).’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-045, 00:17:57.8-00:17:59.7)
While bukan negates the entire clause (and noun phrase), tak has been noted to negate verb
phrase (see section 5.2.8). When tak is used as a tag marker, the speaker seeks information with
no particular presupposed stance. Compare (724) to (729), and (725) to (730). In (724), the
speaker is questioning the notion of agent having bought apples, thinking that the agent has most
probably bought apples, whereas in (729), the speaker is questioning whether the agent bought
apples or not, without presuming that the agent has bought apples. Similarly, in (725), the
speaker questions the notion of whether the agent goes to school, presuming that the agent goes
to school, whereas in (730), the speaker questions whether the agent goes to school, without any
strong presumptions about whether the agent goes to school. Example (427) is replicated as
(733).
(729) Mary ada
beli
apple tak?
NEG
PFV buy
‘Did Mary buy the apples?’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:39:15.5-00:39:17.9)
(730) Dia
pi
sekolah
3.SG go
school
‘Does he go to school?
tak?
NEG
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:40:17.5-00:40:18.6)
(731) Lu
jaga
chuchu
tak?
2.SG take.care
grandchildren NEG
‘Do you take care of grandchildren?’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:00:50.8-00:00:52.5)
(732) Lu
boléh tunjok -kan
2.SG can
show -TR
‘Can you show the way?’
jalan tak?
walk NEG
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-083, 00:19:58.2-00:20:01.9)
285
(733) Rumah gua
ada
chanték
house 1.SG COP beautiful
‘My house is beautiful or not?’
tak?
NEG
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-035, 00:02:41.9-00:02:43.7)
Other than the tag tak, it is also possible to form questions in the VP tak VP form. These have
the same function as the basic tak tag. These can be thought of as more fully developed versions
of the basic tak questions. Examples (734) to (738) show how the VP tak VP form is used. Note
that (737) and (738) appear as AP tak AP on the surface, but they are versions of VP where the
copula is not expressed, unlike in (734), where the copula is fully expressed. Example (734)
replicates (426).
(734) Ada baik tak
-a
COP good NEG -COP
‘Are (you) well or not?’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:00:09.2-00:00:11.2)
(735) Lu
perchaya
tak
perchaya
2.SG trust
NEG trust
‘Do you trust or not trust (this news)?’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-125, 00:02:09.2-00:02:11.8)
(736) Lu
setuju tak
setuju
2.SG agree NEG agree
‘Do you agree or not agree?’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-125, 00:02:14.3-00:02:16.6)
(737) Chanték
tak
chanték
beautiful
NEG beautiful
‘Beautiful or not beautiful?’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-091, 00:03:41.3-00:03:43.9)
(738) Lain
minggu, John tak
tentu senang tak
senang
another week
NEG certain free NEG free
‘Next week, John is not sure if he is free or not free.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-091, 00:27:52.6-00:27:57.9)
286
The following examples demonstrate how tak and VP tak VP questions may be answered.
Example (739) is a response to (737), while example (740) answers the question in example
(731). Note that while ya is still used to mean ‘yes’, bukan ‘no’ is not used as a response to
these questions (unlike the bukan questions). Instead, tak ada (short: tak a) ‘NEG EXIST’ is used
to indicate a negative response. It is possible also for answers to be given without ya or tak ada.
Declarative statements like those in examples (741) and (742) are also common responses to tak
questions.
(739) Ya.
kasot ini
chanték.
yes
shoe this
beautiful
‘Yes. These shoes (are) beautiful.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-091, 00:04:06.2-00:04:10.1)
(740) Tak
a
lah. Tak
NEG EXIST EMP NEG
‘No. (It is) not like that.’
gitu
like.that
lah.
EMP
(Jane Quek oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:00:52.5-00:00:53.8)
(741) Suka lah.
like
EMP
‘(I) like (response to whether or not the agent likes to play mahjong).’
(Jane Quek oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:15:07.7-00:15:09.4)
(742) Tak
boléh.
Neg can
‘Cannot (response to whether something can or cannot be done).’
(Jane Quek oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:05:14.9-00:05:15.4)
Besides the above two main types of tag questions, other tags also exist, such as the ones below.
(743) Asam
gugol
mia
kulit
tamarind
dried.fruit
POSS skin,
‘The dried tamarind’s skin, yes?’
ya?
yes
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:11:51.6-00:11:54.4)
(744) Gua mia
favourite
1.SG POSS
‘My favourite?’
ah?
Q
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:10:37.2-00:10:39.5)
287
lu
Catholic
ada
chutsi eh?83
2.SG
have rebirth Q
‘Oh you Catholics have the concept of rebirth?’
(745) oh
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:06:08.2-00:06:10.8)
(746) Gua lapair tau?
1.Sg hungry know
‘I (am) hungry, (you) know?’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-002, 00:17:16.3-00:17:17.3)
The responses to these questions depend on whether the speaker has an intended answer (in
which case the appropriate responses are ya ‘yes’ and bukan ‘no’), or whether the speaker is
genuinely enquiring for information (in which case the appropriate responses are ya ‘yes’ and tak
VP). In the above questions, only (743) can be answered with bukan, since it is the notion of the
clause that is being questioned.
It is important to recall that both content questions and tag questions differ in intonation (see
section 3.6.3). Whereas content questions are accompanied by a rise-fall when the interrogative
occurs in utterance-initial position, and a rise at the end of question when the interrogative occurs
in utterance-final position, tags always occur at the end of the utterance, hence tag questions are
always accompanied by a rise at the end of the utterance.
5.6.11 Imperatives
Verb phrases function as imperatives on their own, except for negative imperatives that are
essentially verb phrases made up of jangan ‘do not’ and the main verb phrase (see section 5.2.8).
The following are examples of non-negative imperatives.
(747) Pi
buang ayé
kechik.
Go
throw water small
‘Go urinate.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-052, 00:18:51.7-00:18:53.9)
(748) Pegi lah.
Go
EMP
‘Go.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:50:25.1-00:50:26.4)
83
Intended as a joke.
288
(749) Pegi buang ayé
baik-baik.
go
throw water good-good
‘Go urinate well.’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-037, 00:52:15.4-00:52:17.0)
(750) Belajar
chakap.
learn
speak
‘Learn to speak’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:32:04.1-00:32:05.8)
(751) Tutop pintu.
close door
‘Close the door.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:23:01.3-00:23:02.8)
By and large, it is considered impolite to use these imperatives as well as the negative
imperatives discussed in section 5.2.8 with speakers who have more seniority than oneself.
Requests have to be couched in questions together with the appropriate terms of address. For
more information on interrogatives, please refer to section 5.6.10.
289
6. Differences between Singapore Baba Malay and Malacca Baba Malay
The label ‘Baba Malay’ is usually applied by researchers to the language of the Peranakans,
both in Singapore and in Malacca. Thus far, research on BM has been restricted to condensed
grammatical descriptions or sketches, since the aim of the researchers was mostly to determine
how much of BM is due to influence from contact with speakers of Hokkien. Pakir (1986) and
Lee (1999) explicitly state that their fieldwork is conducted in Singapore, Sharif (1981) and Lim
(1981, 1988) state that their fieldwork took place in Malacca, and Shih (2009) expresses that she
conducted interviews in both Singapore and Malacca. However, little has been said about
whether the variety in Singapore is similar to or different from the variety that is spoken in
Malacca. Thus far, no researcher has stated that these varieties should be different, with the
exception of Pakir (1986) who suggests towards the end of her dissertation that comparisons
between the two dialects could be carried out in the future.
While the focus of this dissertation has been mainly the grammar of SBM, this chapter aims to
point out some differences and also selected similarities between SBM and MBM where they
exist. Primary fieldwork was carried out with a key Malacca consultant and his mother. In
addition, the researcher’s granduncle, an MBM speaker, was also consulted. These amount to
twelve hours in audio recordings which are also archived in Kaipuleohone. The works of Sharif
(1981), Lim (1981) and Lim (1988) are used to supplement this data, since both researchers
carried out their fieldwork in Malacca.
6.1
Phonetic and phonological differences
Phonetically, MBM is different from SBM in that MBM speakers do not produce the vowel /ɔ/,
whereas SBM speakers do. Phonologically, where words end with /e/ and /o/ is SBM, they may
end with /aj/ and /aw/ in MBM, making MBM more similar to Malay.
6.1.1 Vowel /ɔ/
The main phonetic difference between SBM and MBM is the lack of vowel /ɔ/. The vowels of a
proficient male MBM speaker in his sixties, are measured for their first and second formants.
The tokens are extracted from twelve hours’ worth of interview sessions, from sections where
290
speech is naturally-occurring. The same methodology adopted for measuring vowels of SBM
(see section 3.7) is used. The following vowel chart shows the vowel space of this MBM
speaker, in which /ɔ/ is clearly missing.
Frequency of F2 in Hertz
3000
2500
2000
1500
1000
500
0
0
100
200
400
500
600
Frequency of F1 in Hertz
300
700
800
900
i
e
ɛ
ə
a
u
o
Figure 32: Vowel space of a Malacca Baba Malay speaker
This can be compared with the vowel space of a proficient SBM speaker, also a male in his
sixties. The vowel space of the SBM speaker, featured earlier as figure 22, is replicated here as
figure 33. The SBM speaker is observed to produce the vowel /ɔ/, while the MBM speaker does
not do so.
291
Frequency of F2 in Hertz
3000
2500
2000
1500
1000
500
0
0
100
200
400
500
600
Frequency of F1 in Hertz
300
700
800
900
i
e
ɛ
ə
a
u
o
ɔ
Figure 33: Vowel space of a Singapore Baba Malay speaker
That MBM has vowels /i/, /e/, /ɛ/, /ə/, /a/, /u/, and /o/ has also been observed by Lim
(1981,1998). Note that Sharif (1981) only observed /i/, /e/, /ə/, /a/, /u/, and /o/. The findings of
this dissertation are aligned with Lim (1981, 1988) and not Sharif (1981), since Sharif (1981)
does not state that /ɛ/ occurs in MBM. Note that it is only possible to accurately identify these
sounds, and recognize phonetic variation between the speakers with acoustic representations (as
compared to earlier work and other traditional grammars that do not utilise acoustic information).
The phoneme /ə/ is further back for the MBM speaker, and there is more variation in /a/ as well.
The vowels of MBM can thus be represented by vowel chart in table 41.
292
front
central
back
non-rounded
non-rounded
rounded
close
i
close-mid
e
open-mid
ɛ
open
u
ə
o
a
Table 41: Vowel chart of Malacca Baba Malay
Where consonants are concerned, MBM has the exact same consonant inventory as SBM. The
consonants of MBM can be represented by the following chart. Essentially, this chart has the
same components as the consonant chart of SBM (see section 3.1.1).
293
plosives
affricates
fricatives
nasals
Labial
Alveolar
Velar
Glottal
voiceless
p
t
k
ʔ
voiced
b
d
ɡ
Postalveolar
voiceless
tʃ
voiced
dʒ
voiceless
s
m
h
n
lateral
l
flap
ɾ
ɲ
ŋ
glides: w, j
Table 42: Consonant chart of Malacca Baba Malay
It is interesting to note that these findings mostly accord with those with Lim (1988)’s work on
MBM, except that the glottal plosive /ʔ/ is missing from his consonant chart. It may not have
been his intention to leave it out, especially considering that he states that the phonological
294
system of BM is “completely congruent with that of Malay” (Lim 1988:14), by which he means
the standard Bahasa Melayu. He notes the presence of glottal plosive /ʔ/ in Malay. More
information on how the sound systems of Hokkien and Malay have contributed to BM can be
found in section 7.4.1. Comparison with Sharif (1981)’s work on MBM shows that he treats
liquid /ɾ/ as velar fricative /ɣ/. This differs in general from anyone’s work on BM (see Lim 1981,
1988 on MBM, and Pakir 1986 on SBM).
6.1.2 /e/, /o/ versus /aj/, /aw/
As discussed in section 3.3, words that end with /aj/ and /aw/ in Malay end with /e/ and /o/
respectively in SBM. MBM is similar to both Malay and SBM, in that both /aj/ and /aw/, as well
as /e/ and /o/ endings can be observed. Again, it is not accurate to generate [e] and [o] from a
hypothetical monophthongization of /aj/ and /aw/ since /aj/ and /aw/ appear to be a later
development due to the influence of Malay. Examples (752) and (753) demonstrate the use of /e/
word-finally, whereas examples (754) and (755) show the use of /aj/ word-finally. Comparing
MBM directly with Malay, Sharif (1981) notes that [e] replaces [aj] word-finally in MBM (he
represents [aj] as [ai]),84 he provides example (755) from his transcripts as a counterpoint, stating
that this may be due to “a considerable amount of exposure to the Malay society” (Sharif
1981:106).
(752)
[dja pake matʃam
kawboj]
cowboy
3.SG wear like
‘He wore (it) like a cowboy’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-046, 00:01:12.3-00:01:14.3)
(753)
[kaki taʔ
sampe]
leg
NEG reach
‘Legs do not reach’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-046, 00:02:52.6-00:02:54.0)
(754)
[təpoʔ pandaj
clap clever
‘Clap cleverly’
pandaj]
clever
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-024, 00:15:38.3-00:15:39.4)
84
Sharif (1981) represents these as phones instead of phonemes.
295
(755) [pakaj]
use
‘Use’
(Sharif 1981: 106)
Similarly, word-final /aw/ and /o/ both occur in MBM, whereas word-final /aw/ occurs in Malay,
but not in SBM, and word-final /o/ occurs in SBM but not in Malay. In the current corpus, piso
‘knife’ is the only item that shows up with word-final /o/, as with example (756). Examples (757)
to (761) demonstrate the use of word-final /aw/. Examples (760) and (761) are derived from
Sharif (1981). Note that Sharif (1981) makes no observations regarding /aw/ and /o/.
(756) [piso mana]
knife where
‘Where (is) the knife?’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-048, 00:14:07.8-00:14:08.6)
(757) [kalaw bole]
if
can
‘If possible’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-003, 00:02:09.2-00:02:10.2)
(758)
kalaw tʃakap terus
teraŋ]
[oraŋ
people
if
speak straight
bright
‘People, if (they) speak straight-forwardly’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-003, 00:04:13.7-00:04:16.5)
(759)
[maw aŋkat tu]
want carry that
‘Want (to) carry that’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-046, 00:02:33.1-00:02:33.5)
(760) [kalaw]
if
‘If’
(Sharif 1981: 26)
(761) [mesti maw]
must want
‘must’
(Sharif 1981: 20)
296
The best explanation again, may be that Peranakans in Malacca are highly exposed to standard
Malay, since word-final /aj/ and /aw/ occur in standard Malay, but not word-final /e/ and /o/. Not
only are Peranakans highly exposed to standard Malay speakers in Malacca, many of them also
undergo a standard Malay medium education in Malaysia. This may be the basis for why MBM
appears to be more Malay than SBM is.
In fact, Sharif (1981)’s transcripts based on three interviews carried out in Malacca, show
instances of further convergence towards standard Malay. Words that phonologically end with
/a/ are phonetically transcribed with [ə] endings. For example, possessive /puɲa/ is transcribed as
[puɲə], and /dʒumpa/ for ‘meet’ is transcribed as [dʒumpə]. This word-final alternation is
characteristic of standard Malay in both Singapore and Malacca (Omar 1977), but not noted in
any work on BM thus far. This alternation may have occurred due to the fact that the
interviewers in Sharif (1981)’s transcripts used Standard Malay to elicit BM responses.85 This
alternation also does not show up in the current corpuses of both SBM and MBM.
6.2
Morphological difference
In terms of morphology, MBM differs from SBM only slightly. At first glance, this variety
appears to take on more affixes than SBM.
6.2.1 Ke- -an nominalizing circumfix
In other varieties of Malay such as Bahasa Melayu and Bahasa Indonesia, the circumfix ke- and an may be added to adjectives and verbs to form nouns of an abstract nature. In the current SBM
corpus, there is no occurrence of this circumfix, whereas in the MBM corpus, the circumfix
occurs with the word banyak ‘many’ so that it becomes a noun. This is also observed to occur in
Sharif (1981)’s transcripts of MBM. Also, while ‘many’ in SBM is manyak, the word is banyak
in these observed MBM instances.
85
While this is not outrighly stated in his thesis, this information can be gleaned from the transcripts of Sharif
(1981).
297
(762) Ke-banyak-an
chakap saya
NMZ-many-NMZ
speak 1.SG
‘Many say saya (for I).’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-003, 00:01:06.1-00:01:08.2)
(763)
Anjing itu
ke-punya-an
dog that NMZ-possess-NMZ
‘That dog (is) Mary’s possession.’
Mary.
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-010, 00:36:11.7-00:36:15.5)
(764)
Ke-banyak-an
orang tongsan
NMZ-many-NMZ
people China
‘Many (were) Chinese’
(Sharif 1981: 41)86
However, note that ke- may also be omitted, as with example (765) and (766). In fact, -an in
(765) appears as a regular nominalizer that may also be used for non-abstract items, as with the
chakap -an ‘speech’ in (766). The general -an nominalizer is also found in SBM (see section
4.1.1.1).
(765) Orang bahasa
China banyak-an
person language
China many-NMZ
‘Many of the Chinese speakers’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-003, 00:04:18.2-00:04:20.4)
(766) Chakap-an Baba
speak-NMZ
‘The speech of the Babas.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-003, 00:04:10.3-00:04:11.4)
6.2.2 Other affixes
Similar to SBM, affixes in MBM may not be meaningful. For example, in (768) and (770),
Malay middle voice marker makes no difference to the interpretation of the word it is attached
to.
86
Sharif’s transcripts (1981) are transcribed phonetically, but they are presented orthographically here for ease of
understanding.
298
(767) bawak datang kuéh itu
carry come cake that
‘Carry that cake here.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-013, 00:15:52.9-00:15:55.1)
(768) Dia
pegi jalan jalan berbawak
3.SG go
walk walk carry
‘He went walking carrying one net.’
satu
one
jarring
net
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-047, 00:00:54.8-00:00:56.9)
(769)
Dia gonchang
botol itu.
3.SG shake
bottle that
‘He shook that bottle.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-025, 00:09:39.8-00:09:42.1)
(770) Bergonchang
Shake
‘Shake (something).’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-025, 00:09:36.9-00:09:38.7)
In addition to nominalizer -an, other commonly used productive affixes in MBM are the ones
that are also used in SBM, these being transitive marker -kan and accidental and movement
prefix ter- (see sections 4.2.1.1). Examples (771) to (773) show usage of the transitive marker,
examples (774) to (776) demonstrate how the accidental prefix is used, and examples (777) and
(778) show usage of the movement prefix.
(771) pechah-kan
break-TR
‘break (something).’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-024, 01:12:17.0-01:12:18.6)
(772) Lu
jatoh-kan
barang.
2.SG fall-TR
thing
You dropped something.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-025, 00:05:13.8-00:05:15.9)
(773) Sandah-kan itu
tangga.
lean-TR
that ladder
‘Lean that ladder (against something).’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-025, 00:03:22.2-00:03:26.5)
299
(774)
Dia ter-tendang depan dia
3.SG ACD- kick
front 3.SG
‘He accidentally kicked in front of him.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-047, 00:01:23.7-00:01:25.7)
(775)
ter-langgair
ACD-crash
‘Accidentally crash.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-046, 00:03:33.0-00:03:33.6)
(776)
Dia mia
kopiah ter-tinggal
3.SG POSS hat
ACD-stay
‘His hat accidentally left behind.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-046, 00:04:39.0-00:04:40.9)
(777) ter-pusing
MVT-whirl
‘Whirl around.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-046, 00:03:35.0-00:03:38.5)
ter-balék.
(778) keréta tu
car
that MVT-return
‘That car turned upside down.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-046, 00:04:06.1-00:04:10.8)
Note that while derivational morphology is limited in both MBM and SBM, MBM speakers are
mostly aware of other derivational affixes used in Standard Malay and are able to use these. For
example, while MBM speakers interviewed state that there is no person prefix in BM, this prefix
is observed in Sharif’s data. Again, this may be due to the fact that the speaker is being
interviewed by a speaker of standard Malay. Also note that MBM speakers have knowledge of
standard Malay through education, as well as through contact with other speakers.
(779)
pe-kerja
dia
PERSON-work 3.Sg
‘His worker.’
(Sharif 1981: 45)
In general, while MBM speakers may be aware of other derivational affixes in Malay, the ones
that are considered to be BM to them are the abstract nominalizer circumfix ke- -an, general
nominalizer -an, transitive marker -kan, and accidental prefix and movement prefix ter-.
300
6.3
Syntactic differences
In terms of syntax, several diffences can be noted, including word order within the noun phrase,
and lexical choice of function words.
6.3.1 Noun phrase
With regard to the noun phrase, MBM and SBM are mostly similar. The only major difference
concerning the noun phrase is that demonstrative determiners follow the main noun phrase in
current day MBM, whereas these demonstrative determiners both precede and follow the noun
phrase in SBM. This appears to be a newer development considering that the older transcripts of
Lim (1981, 1988) and Sharif (1981) show both word orders. There are also a couple of
clarifications that have to be made where personal pronouns and relative clauses are concerned.
While previous research only highlights one first person pronoun, the current corpus as well as
the transcripts of Lim (1981, 1988) and Sharif (1981) show that, akin to SBM, MBM has two
first person pronouns. In addition, while Lim (1981, 1988) only indicates a prenominal
relativizer, and Sharif (1981), a postnominal relativizer, both are actually used in MBM, just as
with SBM.
6.3.1.1 Demonstrative determiners
While demonstrative determiners are observed to both precede and follow the main noun phrase
in SBM, the MBM data recorded show that determiners follow the main noun phrase rather than
precede it. Examples are as follows.
(780) Barang
ini
banyak.
thing
this many
‘These things (are) many.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-003, 00:07:00.0-00:07:01.3)
(781) Peték buah tu
pluck fruit that
‘Pluck that fruit.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-046, 00:00:36.5-00:00:38.0)
301
(782) Dia
pakay kopiah itu
3.SG wear hat
that
‘He wears that hat.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-046, 00:02:49.9-00:02:50.8)
(783) Tangkap
kodok tu
capture
frog that
‘Captured that frog.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-046, 00:01:19.2-00:01:20.2)
(784)
Anjing itu
pun
dog that also
‘That dog also fell.’
jatoh
fall
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-046, 00:01:42.6-00:01:44.2)
itu.
(785) Kawin
marriage
that
‘That marriage.’
(Uncle Chan, oai:scholarspace.manoa.hawaii.edu: NL1-008, 00:04:54.0-00:04:56.1)
The finding that determiner follows noun in MBM, differs from that of Lim (1991, 1998) and
Sharif (1988). It is interesting to note that while they state that determiner precedes noun, their
transcripts show that both word orders are common.
(786) Ini
orang pegi mintak.
this person go
ask
‘This person goes and asks.’
(Lim 1988: 53)
(787) Itu
orang
that person
‘That person.’
(Sharif 1981: 17)
(788) Itu
kuéh
that cake
‘That cake.’
(Sharif 1981: 22)
(789) Anak itu
dua
taon
child that two
year
‘That child (is) two years old.’
(Lim 1988: 54)
302
(790) Malam ini
mesti mau
tonight this must want
‘Tonight (we) must pray.’
sambod
pray
(Sharif 1981: 18)
(791) Macham
kuéh pau
tu
like
cake bun
that
‘Like that cake bun (a type of food)
(Sharif 1981: 21)
A feasible explanation is that MBM has lost its determiner noun word order within the last thirty
years or so, noting that that Sharif’s and Lim’s fieldwork appear to have been carried out before
1981. This may be due to the fact that BM speakers come into contact with Malay speakers
extensively in Malacca. Residential areas are mixed, and it is also no longer the case that most
Chinese settlers would be located in the area around the Malacca River, while the local Malay
population live mostly in the rural areas (see Lim 1988:16). In contrast, Malay is less dominant
in Singapore, and the determiner noun word order may be maintained due to the fact that the
determiner noun word order occurs in English, which is the dominant language in Singapore (see
section 1.2.2 for more information on the different language environment of Malacca and
Singapore).
6.3.1.2 Personal pronouns
It should be clarified that there is no difference between the personal pronominal system of
MBM and SBM. Although Lim (1981, 1988) and Sharif (1981) indicate gua as the first person
pronoun, their transcripts show that both coarse form gua and refined form saya are commonly
used. Example (762) is replicated here as example (792).
(792) Ke-banyak-an
chakap saya
NMZ-many-NMZ
speak 1.SG
‘Many say saya (for I).’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-003, 00:01:06.1-00:01:08.2)
303
(793)
Saya punya mak
1.SG POSS mother
‘My mother’
(Lim 1988: 53)
(794) Saya niat
1.SG intend
‘I intend.’
(Sharif 1981: 19)
(795) Gua
1.SG
‘I’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-003, 00:01:01.5-00:01:03.0)
(796) Gua ingat
1.SG think
‘I think’
(Lim 1988: 55)
(797) Gua tak
berapa tau
ni
1.SG NEG some know this
‘I (do) not know much (of) this.’
(Sharif 1981: 38)
The system of personal pronouns in MBM is thus the same as that of SBM, and can be replicated
as such. Table 29 is replicated here as table 43.
304
saya
1.SG (refined)
gua
(coarse)
1.PL
kita
2.SG
lu
2.PL
lu-orang/ lu
3.SG
dia
3.PL
dia-orang/ dia
Table 43: Personal pronouns in Baba Malay
6.3.1.3 Relative clauses
While Lim (1988) suggests that punya is used as a pre-nominal relativizer, Sharif (1981) states
that post-nominal relativizer yang is used. It should be clarified that similar to SBM, both punya
and yang are used for the purpose of relativization (see section 5.6.3). Again, while yang can be
used to relativize subject, direct object, indirect object, and possessor, punya can only be used to
relativize subject, direct object, and indirect object.
(798) Subject
Orang [yang jaga
kuching],
ati
nia
baik
person REL take.care
cat
heart 3.SG good
‘The person who takes care of the cat, his heart (is) good.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-013, 00:11:54.2-00:11:58.6)
(799) [Tarék chia
punya] orang tak
ada
lagik.
pull rickshaw
REL person NEG EXIST more
‘The people who pulled the rickshaws are not around anymore.
(Lim 1988: 19)
305
(800) Direct object
Budak itu
nampak
keréta [yang Mary bawak].
child that see
car
REL
drive
‘That child saw the car that Mary drives.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-013, 00:15:21.5-00:15:29.6)
(801) [Gua pukol punya] itu
REL that
1.SG hit
‘That person whom I hit.’
orang
person
(Lim 1988: 19)
(802) Indirect object
Orang jumpa budak perompuan [yang dia
kasi
person meet child female
REL 3.SG give
‘The person met the girl whom he gave money (to).’
duit].
money
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-013, 00:17:43.1-00:17:48.7)
(803) Budak ini
lupa [dia kasi makan nia]
child this
forget 3.SG give food REL
‘This child forgot that cat that he gave food (to).
kuching tu
cat
that
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-013, 00:13:50.0-00:13:54.3)
(804) Possessor
Dia
nampak
Ali
[yang kawan pukol dia].
3.SG see
REL friend hit
3.SG
‘He saw Ali whose friends hit him.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-013, 00:19:57.0-00:20:00.9)
6.3.2 Verb phrase
Where the verb phrase is concerned, there are lexical differences in the aspectual systems of
MBM and SBM.
6.3.2.1 Progressive aspect
In SBM, the progressive aspect is expressed with the use of auxiliary verb ada (see section
5.2.5.4), which literally means ‘possess’, and is also an existential marker, a copula, and a
perfective marker. In MBM, tengah functions as a progressive marker in addition to ada. Tengah
literally translates to ‘middle’, and is also used in Bahasa Melayu to express the progressive.
306
Another progressive marker in Bahasa Melayu that is not found in BM is sedang. It is surprising
that that tengah, which occurs in MBM, has been noted to be more formal than sedang, which
does not occur in MBM (Mintz 1994). Note that while Sharif (1981) indicates tengah as being
the progressive marker, his transcripts also demonstrate ada being used as a progressive marker.
This is shown in examples (808) and (809). Examples (805) and (806) concern the use of tengah
as a progressive marker, while examples (807) to (809) show ada being used for the same
function.
(805) Budak ini
tengah mandi sama anjing.
child this
PROG bathe with dog
‘This child is bathing with the dog.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-047, 00:03:34.0-00:03:36.9)
(806) Kita tengah bikin.
1.PL PROG make
‘We are making (something).’
(Sharif 1981: 53)
(807) Dia
ada
ingat.
3.SG PROG think
‘He is thinking.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-046, 00:05:09.0-00:05:10.9)
(808) Kita ada
semayang
Tuapékong
1.PL PROG pray
(name of a deity)
‘We are praying (to) Tuapekong.’
(Sharif 1981: 20)
(809) Dia
ada
kerja
3.SG PROG work
‘He is working.’
(Sharif 1981: 51)
6.3.2.2 Perfective aspect
Similar to SBM, the perfective aspect can be expressed using either sudah ‘already’ or ada (see
section 5.2.5.2). There is no difference, except for the fact that sudah can be used in a contracted
form dah. This differs from SBM contracted form, sua. Examples (810) to (812) demonstrate
307
this usage of dah, example (813) shows sudah used in its complete form, while (814) to (816)
show how ada can also be used to express the perfective aspect.
(810) Hari pun
dah
petang.
day
also already
evening
‘The day has already (become) evening.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-047, 00:03:02.2-00:03:04.3)
(811) Buah tu
dah
fruit that already
‘That fruit already fell.’
jatoh
fall
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-046, 00:00:58.0-00:01:00.9)
(812) Military
tu
dah
that already
‘That military (man) already died.’
mati.
die
(Sharif 1981: 40)
(813) Kita sudah
jadi
become
1.PL already
‘We already became adults.’
orang besar lah.
person big
EMP
(Sharif 1981: 29)
(814) Barang
ada
PFV
thing
‘That thing broke.’
pechah.
break
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-024, 01:12:40.5-01:12:42.8)
(815) Jepun
ada
chakap
Japanese
PFV talk
‘The Japanese talked.’
(Sharif 1981: 40)
(816) Ada ikot
Melayu
dulu
old
PFV follow Malay
‘They followed the old Malays.’
dulu.
old
(Sharif 1981: 26)
6.3.3 Adjectival and adverbial phrases
There are also slight differences in specific types of adjectival and adverbial phrases between
MBM and SBM. Differences are found in the structures of comparatives and in the form of
dengan ‘with’ adverbial phrases.
308
6.3.3.1 Daripada comparatives
With regard to comparatives, while the SBM speakers use the form lagik AP lagik (lagik literally
means ‘more’ in this instance, see section 5.3.1), MBM speakers mostly use the standard Malay
form lebéh AP daripada, as with examples (817) to (819). Lebéh translates to ‘more’ and
daripada ‘from’. 87 Note that lebéh is also used to indicate ‘more’ in SBM, but it is not used in
comparatives. A separate but related form is kurang AP daripada, kurang meaning ‘less’. This
usage is demonstrated in example (820). There is no corresponding form in SBM.
(817) Apple mérah lebéh manis daripada
apple ijo.
red
more sweet than
green
‘The red apple is sweeter than the green apple.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-005, 00:30:38.9-00:30:45.9)
(818)
lebéh manis daripada
Apple ini
this
more sweet than
‘This apple is sweeter than that apple.’
apple itu
that
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-005, 00:30:33.0-00:30:37.5)
(819) Di
sini
lebéh banyak apple daripada
PREP here more many
than
‘Here (there are) more apples than there.’
sana
there
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-005, 00:31:18.6-00:31:22.1)
(820)
Apple ini
kurang
banyak
here less
many
‘(There are) less apples here than there.’
daripada
than
sana
there
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-005, 00:31:54.0-00:32:09.8)
6.3.3.2 Dengan ‘with’ adverbial phrase
Adverbial phrases of manner in MBM can be introduced with dengan in addition to sama. Their
SBM counterparts are introduced by sama, which is also the general conjunction marker in SBM
(adverbial phrases of manner that use sama are covered in section 5.4.3.). This use of dengan
that is also found in Malay, is very rarely found in SBM. The following examples show how
dengan ‘with’ is used to introduce adverbial phrases in MBM. It is interesting to note that neither
87
Daripada can be further analysed in Malay as containing preposition dari ‘from’ and pada ‘on’.
309
suka hati in example (821) nor gembira in (823) are used in SBM to mean ‘happy’. In SBM, the
same notion is expressed by Hokkien term huahi. Examples (821) to (825) demonstrate the use
of dengan, while example (826) demonstrate the use of sama, which is also used in SBM.
(821) Orang itu
pukol kuching
dengan
person that hit
cat
with
‘That person hit the cat with the stick.’
kayu.
stick
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-010, 00:21:35.6-00:21:38.1)
gua
chakap dengan
(822) Gua sangat suka.hati
1.SG very like.heart
1.SG speak with
‘I (am) very happy I am speaking with you.’
lu.
2.SG
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-005, 00:46:12.1-00:46:14.4)
(823) Dia
makan apple manis dengan
3.SG eat
sweet with
‘He ate the sweet apple happily.’
gembira.
happy
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-005, 00:36:33.0-00:36:41.0)
(824)
Ini ada satu cherita reka –an
sahja dengan se-orang
only
invent-NMZ
with one-person
this COP one story
‘This is only one invented story with one child.’
budak.
child
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-047, 00:00:15.7-00:00:18.9)
(825) Dengan
Santali
with
(company name)
‘With Santali.’
(Sharif 1981: 41)
(826)
Budak ini
tengah mandi sama anjing.
child this
PROG bathe with dog
‘This child is bathing with the dog.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-047, 00:03:34.0-00:03:36.9)
6.3.4 Conjunctions
Two conjunctions in MBM differ lexically from those used in SBM.
6.3.4.1 Dan/ sama ‘and’ coordinating conjunction
While SBM speakers strictly use sama to indicate general conjunction ‘and’ (see section 5.6.8.1),
MBM speakers use sama and dan. Dan has the same function in standard Malay, while sama is
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used to indicate ‘with’ in that language. It thus appears that MBM is more influenced by standard
Malay than SBM. Examples (827) and (828) demonstrate the usage of dan, and example (829)
demonstrates the usage of sama by the same speaker. Example (830) shows that sama cannot be
used for sequential relations. Sequential relations in both MBM and SBM are expressed by
entirely separate clauses that can be mediated with the use of habi (see section 5.6.8.1).
(827) Satu ékor
anjing dan
one
CLF.animal dog and
‘One dog and also one frog.’
jugak satu
also one
ékor
CLF.animal
kodok.
frog
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-047, 00:00:23.2-00:00:28.2)
(828) Budak jantan ini
dan anjing balék
and dog return
Child male this
‘This boy and dog returned.’
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-047, 00:03:16.2-00:03:18.6)
(829) Apal sal
budak ini
sama anjing ini
what reason child this
and dog this
‘Why do this child and this dog want this?’
mo
want
ni?
this
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-047, 00:03:27.7-00:03:30.6)
(830) Dia
chakap chakap sama nangis.
3.SG speak speak and cry
‘He was speaking and crying.’
(Lim1988: 37)
6.3.4.2 Atau/ ka ‘or’ coordinating conjunction
While SBM speakers uses ka to indicate ‘or’, MBM speakers use atau in addition to ka (the
usage of ka in SBM is explained in section 5.6.8.1.). Unsurprisingly, considering that MBM
speakers come into much more contact with standard Malay than SBM speakers, atau is derived
from Malay. Ka on the other hand is derived from Hokkien. Examples (831) and (832) show the
usage of Malay-derived atau ‘or’, while example (833) shows the usage of Hokkien-derived ka.
Example (834), which has been taken out of Sharif’s (1981) transcripts, is interesting, because it
shows the use of both ka and atau in the same sentence, showing that both lexical items are
available to the speaker of MBM.
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(831) Sekarang
mia
murid murid
now
REL disciple disciple
‘The current disciples or school children.’
atau
or
budak budak sekolah.
child child school
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-003, 00:01:22.7-00:01:27.0)
(832) Dia mo buat kawan sama
dia
atau mo
tangkap gua
3.SG or
3.SG want make friend with
want capture 1.SG
‘He wanted to make friends with him or capture me to eat.’
makan.
eat
(Albert Ku, oai:scholarspace.manoa.hawaii.edu: NL1-003, 00:01:22.7-00:01:27.0)
(833) Lu
suka chakap Melayu
ka
suka chakap English?
2.SG like
speak Malay
or
like
speak English
‘Do you like to speak Malay or do (you) like to speak English?’
(Lim1988: 38)
ada
empat ka
atau
(834) Chuchu
grandchild
have four or
or
‘Granchildren (I) have four or five.’
lima
five
(Sharif 1981: 36)
In view of the above examples regarding demonstrative determiners, progressive and perfective
aspects, daripada comparatives, dengan adverbial phrases, as well as dan and atau conjunctions,
differences between MBM and SBM appear to be mainly of a lexical nature. A clarification
made in this chapter is that both prenominal punya and postnominal yang are used for
relativization in MBM (c.f. Sharif 1981, Lim 1988).
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7. What type of language is BM?
The intention of this dissertation has been to value BM as a language in its own right. In this
spirit, inasmuch as possible, the language’s grammar has been described without referring to its
possible component languages from the get-go. However, it is undeniably interesting to ask
questions such as, which language particular lexical items or grammatical structures may be
attributed to, and what that may portend for the language in terms of classification.
The findings will show that BM is indeed a contact language. The substratal component is
Hokkien from Zhangzhou and Quanzhou, from where most Hokkiens in the Strait of Malacca
originated. Although the Hokkien spoken in Singapore has often been referred to as Amoy
Hokkien, it is very different from the Hokkien that is actually spoken in Amoy (see Pitcher
1912). The Zhangzhou and Quanzhou version of Hokkien, which is spoken in Singapore, has
been recorded by Douglas (1873) and Bodman (1955, 1958) in some detail. Where Malay is
concerned, there are differing views. Some have stated that BM was more likely influenced by
colloquial Malay or Low Malay rather than the standard variety or High Malay, with the
assumption that some kind of pidgin Malay was already spoken by the Chinese traders, and that
the local women they married spoke colloquial Malay (see Ansaldo et al. 2007). Others are of the
view that the language was more likely influenced by more standard Malay or High Malay (Lee
2009). There is no record that the local women spoke Low Malay instead of High Malay. All that
is usually stated is that BM was formed via intermarriage of early Southern Chinese male settlers
and local Malay women (Vaughan 1879, Clammer 1980, Chia 1983). Others have also hinted at
the possibility that some of these indigenous women were slaves from the Dutch East Indies
(now Indonesia), such as the Batak, Bugis, Balinese, and Siamese. (Rudolph 1998). However, no
other native language has ever been mentioned in connection with these local women. In
addition, BM is more similar to standard Malay than it is to colloquial Malay. For example, it
utilizes noun classifiers which are also used in standard Malay but not in colloquial Malay, and
yang as a relative clause marker occurs frequently in BM, just as it does in standard Malay but
not in colloquial Malay (See Aye 2005). The version of Malay that most likely influenced the
formation of BM was recorded by Marsden (1812) and Crawfurd (1852). The link between the
language that these sources represent and BM has been recognised by Thurgood (1998). These
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references, as well as Douglas (1873) and Bodman (1955, 1958)’s work on Hokkien will be
utilized when comparing BM to its component languages.
7.1
Classification
The sociohistorical background of BM needs only brief discussion, having been introduced in
sections 1.1 and 1.2. BM was formed through the intermarriage of Hokkien-speaking traders and
Malay-speaking indigenous women, as early as the 15th century. The descendants are known as
the Peranakans, the females, Nyonyas and the males, Baba. Together with their unique culture
that emphasizes customs, food, and attire, BM was thus developed.
Incontrovertibly, given the special circumstances of the language’s genesis, the main focus of
researchers working on BM has been the classification of BM. As mentioned in section 1.3.2,
researchers are divided into two camps. There are those who regard BM as a dialect of Malay
(Pakir 1986, Thurgood 1998), and those who regard BM as a language that has undergone creole
formation (Lim 1981, Lim 1988, Ansaldo and Matthews 1999, Ansaldo et al. 2007, Shih 2009).
To complicate the matter further, BM appears to share a similar sociohistorical background with
languages that typify a category labelled ‘mixed languages’. Using sociohistorical information,
linguistic data from this grammar, as well as observations of researchers who have previously
worked on BM, this chapter aims to shed light on how BM should be classified. Essentially it
maintains that a process-based approach to understanding BM’s classification is preferable,
rather than one that purely relies on types, these types being the traditional labels of “dialect”,
“pidgin”, “mixed language”, or “creole”, to name a few.
The issue of classification in the field of contact linguistics has always been fraught with
complications, in part due to the fact that some of these labels were “lay terms” before linguists
began using them in more specific ways (Mufwene 1997: 39). For example, the word “creole”,
possibly from Latin creāre ‘to create’ and later Portuguese criar ‘to raise (e.g. a child)’ appears
to have been used for children born in the colonies by Africans, and then later by Europeans, and
is also used to refer to their customs and speech (Holm 2000). As these labels came into use into
contact linguistics, these terms have often been interpreted differently by different researchers.
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For example, to some researchers, a creole refers to a nativized pidgin (or even jargon) (Holm
2000), whereas to others, the process of vernacularization distinguishes a pidgin from a creole
(Chaudenson 1992). Other factors for the difficulties in labelling and hence, identification of
pidgins and creoles have also been discussed. Mühlhäusler (1986) writes that often, lower-class
pidgin and creole speakers are unaware that they speak a separate language, and they may not
wish to admit that they speak a separate language even in cases where they are aware of it. This
is especially so when the norm is to not use these languages in front of white speakers (who
presumably until today constitute most researchers working on contact languages). On a separate
note, Mufwene (1997) proposes that the problems with labels stem from the fact that none of the
proposed definitions for these terms takes into account the contact languages’ genetic histories,
and that linguistic structure cannot be a factor in naming. Whether or not this is an accurate
statement will be further evaluated in this chapter.
All that being said, labels are still necessary, for they allow abstraction in the field of contact
linguistics (Thomason 1997b). In effect, these labels enable comparisons to be made between
different languages within the same type, or even different languages across different types. For
example, within the category of creoles, there are European language-based creoles, and nonEuropean language-based creoles, which Ansaldo et al. (2007) consider BM to be. Presuming as
Ansaldo et al. do, that BM is indeed a creole, they then ask questions about whether the language
shares similar structural properties to European language-based creoles, and how much of it can
be attributed to the influence of the individual component languages or even universal
mechanisms. Across categories, one may choose to compare BM with Bazaar Malay, which is a
pidgin comprising the same lexifier language (Malay) and substrate language (Hokkien) as BM
(Aye 2005), and ask questions about whether BM might have emerged from Bazaar Malay (see
section 7.4.4 for discussion on this topic). Note however, that at the end of her article on the
typology of contact languages, Thomason (1997: 86) urges researchers against classifying
languages that fall between dichotomies, such as between pidgin vs. ephemeral and unsystematic
speech form, bilingual mixed language vs. ephemeral and unsystematic codeswitching mixture,
creole vs. decreolized dialect of a lexifier language, pidgin/creole vs. dialect of lexifier when all
the input languages are closely related, and between pidgin vs. ad hoc simplified version of a
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lexifier language. She argues that it is particularly necessary to accept fuzzy boundaries, when
“there are no congruent social and linguistic correlates by which they (the languages) may be
identified” (Thomason 1997:86). Likewise, even though Thomason does not directly address the
dichotomies between a dialect undergoing shift and a creole, or a creole and a mixed language,
these labels are only useful if they are sociohistorically or linguistically meaningful. With the
above in mind, the following sections considers arguments for the classification of BM as a
genetic dialect of a parent language, as a mixed language, or as a creole, since these are the three
most feasible categories that BM may belong to.
7.2
BM as a “dialect” of Malay
The term “dialect” is complex, its manifold definitions ranging from social to geographical and
political ones. While it is usually employed by linguists to mean a “variety (regional or social) of
a language, which is mutually intelligible with other dialects of the same language” and “is no
longer used to refer to a daughter language of a language family” (Campbell 2013: 173), the
word has been used in the literature of BM to mean a genetic daughter language (instead of one
whose genetic affiliation is difficult to establish, or one that cannot be attributed to a single
genetic parent, such as a creole). Thus, the word “dialect” is used here to mean genetic daughter
language.
The suggestion that BM is a dialect of Malay has been put forth by Tan (1980), Thurgood (1998)
and Pakir (1986). While Thurgood’s dissertation was written later than Tan’s and Pakir’s works,
she addresses what she terms as “Old Baba Malay”, a variety of the language that possibly
existed before the arrival of more Chinese immigrants in the late nineteenth and early twentieth
century. The source of Thurgood’s data are newspapers published in BM from 2 July 1894 to 2
July 1895, as well as A manual of the Malay colloquial, such as is spoken by all nationalities in
the Colonies of the Straits Settlements, and designed for domestic and business purposes (Lim
1887). Tan and Pakir on the other hand, are concerned with more modern BM.
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7.2.1 Thurgood (1998)
Thurgood (1998) cites Thomason and Kaufman (1988) who differentiate between language shift
and creole formation. While the shifting population has full access to the target language in the
case of language shift, access to the target language (or lexifier language) is restricted in cases of
creole formation. With regard to BM, since there should have been full access to Malay, given
the intermarriage scenario, the language is then evaluated as being a dialect of Malay, and one
that is shifting towards the lexifier (Thurgood 1998). However, an important issue with this
analysis is that it assumes that the speakers’ target is the lexifier language. It is possible that the
very initial male speakers were bilingual in the languages of the traders. Yet, it has been noted
that the traders used a form of lingua franca (Lim 1981, 1988) that would not have been a full
variety of the Malay lexifier. Some have gone on to postulate that BM itself became a lingua
franca for trading in the region (Tan 1988). In the intermarriage scenario, it is even more unlikely
that the speaker’s target was the lexifier language. One can only postulate what may have
happened in the minds of those speakers in the past, but it is probable that their goal was to be
able to communicate with each other, and that there was no need or desire to fully acquire the
lexifier language, Malay (or even the substrate language, Hokkien for that matter). In fact, the
Peranakans did not want to be associated with both groups. They called the newly arriving
Chinese sinkék ‘newcomer’, and preferred their children to marry other Peranakans. The
Peranakans also did not want to be associated with speaking pure Malay, “calling it Malayu
hutan—the language of the jungle” (Shellabear 1913:156, italics in original). It is relevant that
the Peranakans have never fully assimilated into Malay culture. Instead they developed their own
culture that emphasizes unique ways of dress, cooking, and traditions, these demonstrating a
blend of Chinese, indigenous, and Western influences. Returning to the matter of what this
means for the classification of BM, assuming that speakers did not treat the lexifier language as
the target language, BM may be classified within the group of pidgins and creoles (albeit
peripherally) based on Thomason’s (1997) typology. Thomason states that “when no group has
the need, the desire, and/or the opportunity to learn any of the other groups’ languages”, pidgins
and creoles form (1997: 78). While the speakers were widely exposed to, and had the
opportunity to learn either groups’ language, it is probable that they had no need nor desire to.
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The other argument that Thurgood (1998) puts forth for classifying BM as a product of language
shift is that two languages are typically involved in instances of language shift, while more than
two languages are usually involved in instances of creole formation. This is appears to be based
on Thomason and Kaufman (1988)’s comment that all or most creoles stem from contact among
more than two languages. Note however, that using this criteria among others, Thomason (1997)
also differentiates between pidgins/creoles and mixed languages. Hence, that BM has only two
main languages involved in its formation, does not necessarily nor sufficiently warrant its
classification as a language undergoing shift. It is possible to consider BM as a mixed language
(see section 7.3). On the other hand, assuming that the number of languages involved in contact
is indicative of whether a language should be classified as one undergoing shift or as a creole, it
is disputable whether BM involves the contact of only two languages, considering that other
languages such as English and even Cantonese had been present during the late 19th century
(during which time the Old Baba Malay that Thurgood addresses existed). Earlier adstrates from
the 16th to early 19th century include Dutch and Portuguese. This is evidenced by loanwords in
BM, such as mentéga ‘butter’ and menjéla ‘window’ (derived from Portuguese manteiga and
janela respectively) and even apple and pear from English. 88 Note however, that while these
other languages were around, predominantly and overwhelmingly, only Hokkien and Malay
were involved to any significant degree in the development of BM. All that being said, the
criteria for “creolehood” varies among researchers, depending usually on which theory of creole
formation is being endorsed. The number of languages involved is usually a peripheral concern
rather than a central one. For example, there are cases where language shift involves more than a
language shifting towards another. On the Upper Rio Negro in the Northwest Amazon of Brazil,
language shift is going on in the direction of two additional languages at once. Speakers are
shifting from Eastern Tukanoan languages to Tukano, and to Portuguese (Flemings 2010). There
are also arguably creoles that do not involve multiple languages. These occur due to the
vernacularization of a pidgin, where the pidgin may have only involved contact between two
languages. For example, Ngatikese Men’s Creole that is spoken on the Ngatik atoll in Micronesia
88
Pakir (1986) provides a list of lexical items that are borrowed from other languages, some of which have also been
borrowed into Malay. Note that she considers words of Hokkien origin to be borrowings in BM, while this current
grammar treats them as words of BM that are derived from the substrate language.
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comprises Sapuahfik Pohnapeian and English (Tyron et al. 1996). More discussion of creole
formation ensues in section 7.4.4.
Another point that Thurgood (1998) then makes is that BM appears to be undergoing light to
moderate interference through shift, since according to Thomason and Kaufman (1988), this
usually results in grammatical simplification. Thurgood (1998:249) states that “the influence of
Hokkien is found, not in an abundance of Hokkien-like constructions, but rather in the patterns
of simplification and generalization”. As an example of simplification, Thurgood points out the
lack of verbal suffix -i in BM, which together with -kan in Malay increases the number of
arguments a verb can take. Note that while Thurgood observes the use of -kan to be
unpredictable in Old BM, this grammar has shown its consistent use as BM as a transitive
marker (see section 4.2.1.1). This may be a later development of BM. However, more
importantly, analysis will show that the structural influence from Hokkien is considerable, and
not all of the cases of this show grammatical simplification. Hokkien influence can be
demonstrated in patterns of demonstrative use, the classifier system, relativization, the passive
construction, and the benefactive construction, among others. Some of these have been
considered by researchers such as Lim (1988), Ansaldo and Matthews (1999), Shih (2009) and
Lee (2012). More discussion on Hokkien influence ensues in section 7.4.
Given the above, it is also important not to compare directly the structures of old Baba Malay
with the modern-day version of the language. Thurgood (1998) reminds the reader at the end of
her dissertation that the language has since undergone change due to a large influx of new
Chinese immigrants as well as the growth of Singapore and other British-controlled towns in the
late 19th century. However, the data used to support her arguments is from the late 19th century.
The BM newspaper articles from Bintang Timor ‘East Star’ date from 2 July 1894 to 2 July
1895, and Lim’s manual of colloquial Malay is dated 1887. While Thurgood (1998) clarifies that
Old Baba Malay that was recorded in writing appears to be different from the modern variety
that Pakir (1986) describes, it is unclear when the influence of later Hokkien-speaking
immigrants supposedly begins to appear in the language. Note that by 1860, twenty to thirty
years before the written sources used were published, the Chinese had already numbered 50,043
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out of a population of 81,734 (Ng 1961). In addition, one has to be cautious about the use of
written material as representative of the spoken language, particularly formally written
newspaper articles. Although that Thurgood (1998) mentions that the less formally written
commentaries contributed by readers in Bintang Timor and the manual on colloquial Malay may
exemplify the language better, it is not clear if findings from these two main sources differed in
any significant way. With the limitations in mind of researching an older form of the language
that existed when oral recordings could not be made, Thurgood (1998) provides a thorough
analysis of the written material, and is representative of Old Baba Malay.
7.2.2 Tan (1980)
Primarily a sociologist whose dissertation was based on the Peranakan culture (Tan 1979), Tan’s
aim was to show that BM is not a corrupted language, but “a dialect which has developed out of
a particular kind of historical process” (Tan 1980:150). Tan introduces the sociohistorical
background of the Peranakans. He views BM as having evolved out of bazaar Malay, which was
the colloquial language of business. (This will be further discussed in relation to the possibility
of BM being a creole in section 7.4.) He then proceeds to show various patterns of differences
between BM and Standard Malay. Note that while his fieldwork was carried out in Malacca, he
regards the variety of BM spoken in Malacca to be similar to the one spoken in Singapore. Tan
(1980) states that the most significant differences are found in the use of loanwords and in its
phonology. He regards Hokkien words in BM to be loanwords, and provides a list of these, as
well as some from Indonesian and English, which show interesting cultural differences between
BM speakers and Malay speakers. With regard to phonology, Tan (1980) shows differences
between BM and Standard Malay, for example, vowel raising to ɛ, and h-deletion, among others.
These are also noted by Pakir (1986), and in this grammar (see section 3.3). Essentially, through
showing systematicity in the language, Tan seeks to defend BM from the view that BM is “a
corrupted version of the Malay language”, which “implies that the Babas have no language of
their own” (1980:165). While commendable, it must be noted that Tan (1980) does not
differentiate between notions of a creole and a genetic daughter language. There are no
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definitions provided for the term “dialect.” Crucially, this work positions BM as a language in its
own right, and not as a broken, unsystematic version of Malay.
7.2.3 Pakir (1986)
Pakir (1986)’s dissertation also focuses on modern BM, its goal being to resolve the question of
BM’s position, since the language had been identified as a creole by some (Clammer 1980,
Clammer 1983, Grimes 1974, Grimes 1984) and as a dialect of Malay by others (Tan 1980). The
areas of phonology, lexicon, and syntax are investigated for Hokkien influence. In terms of
phonology, Pakir (1986) states that BM is similar to other dialects of Malay. While there are
some differences, such as vowel raising to /ɛ/ (recognised as a refined form by this grammar, see
section 3.3), and h-deletion, among others. While Pakir observes that Hokkien is responsible for
the introduction of /ɔ/ in the phoneme inventory, Hokkien loanwords “have had relatively little
effect on the phonological system” (Pakir 1986:207). Where the lexicon is concerned, she points
out Hokkien borrowings that are “clearly delimited to customary and cultural aspects of Baba life
and to ‘ethnic’ value terms” (Pakir 1986:209). With regard to syntax, Pakir (1986) focuses on
constructions with punya ‘possessive’, kasi ‘give’, kena ‘subjected to’, and mo ‘want’, whose
uses are identified in this grammar as a prenominal relative clause marker (section 5.6.3), a
benefactive verb used in passives as well as in ditransitive, benefactive and causative
constructions (section 5.2.4), a passive marker (section 5.2.3), and as a deontic marker (section
5.2.2). These are said to have “functions analogous to the functions of some particular H[okkien]
morpheme” (Pakir 1986:210). Crucially Pakir notes that there are still syntactic properties of BM
that cannot be explained by Hokkien influence, and draws the conclusion that “while there has
been some borrowing and other influence from H[okkien], the H[okkien] element and role in
BM has been overestimated or too often reported on without much linguistics basis” (Pakir
1986:211). With regard to the position of BM, Pakir states that “[t]here should be no stigma to
speaking a language like BM for it is the creation of the Baba Chinese” and that ‘[e]ven if BM
has its origins in a type of Bazaar Malay pidgin, the fact that it has acquired native speakers for
at least two centuries if not more, should not detract from its value as a “Malay dialect in its own
right”’ (Pakir 1986: 213).
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While Pakir (1986) is commendable for being an early, in-depth study of BM, the implication is
that creoles are corrupted, broken forms of a language. This has also been recognised by Ansaldo
and Matthews, who comment that “[s]ome studies on BM are clearly permeated by the idea that
recognising the creole-like nature of BM would somehow diminish its status, that the idea of
creole as a corrupt, bastardised language would endanger the originality of BM” (1999:62). They
also point out that these views may be “attributable to an outdated view of creoles, or to policies
of linguistic nationalism in Malaysia, either way, it has little linguistic basis” (Ansaldo and
Matthews 1999:62). Ansaldo and Matthew (1999) also state that shared features that may be
found in other varieties of Malay do not invalidate arguments for Hokkien substratal influences
as Hokkien was influential in the region, and that Hokkien influence in the lexicon is by no
means shallow. They then provide more evidence of substratal influence from Hokkien to
support the notion of BM being a creole (see section 7.4.2 for more discussion).
In sum, there is little basis for regarding BM as merely a dialect of Malay. Some may argue that
BM is mutually intelligible with Malay (Chia 1994), but this is only natural given that most of
BM’s lexicon is derived from Malay (Ansaldo and Matthews 1999). Note that there is an extent
to how much Malay a BM speaker who has not acquired Malay formally would know, just as
there is an extent to how much BM a Malay speaker would be able to understand. Even so, the
criteria of being mutually intelligible with Malay does not stand in its way of creolehood, for
creoles vary extensively with regard to how much they vary from their lexifier languages. For
example, Louisiana Creole is closer to standard French than Haitian (Mather 2007) (keeping in
mind that the lexifier language that community members were exposed to may have been nonstandard varieties).
With regard to the main subject matter, some would take the view that BM is not a genetic
dialect of Malay, since it would not have not undergone normal transmission (especially if one
were to subscribe to the notion that BM developed from a pidgin that was earlier used for trade).
The comparative method cannot apply when it would yield no systematic correspondences.
Thomason and Kaufman (1988) highlight this, pointing to Tok Pisin and the Melanesian
language Tolai. Thomason and Kaufman also maintain that the study of genetic relation should
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be “thus based theoretically on the social facts of normal transmission rather than merely on the
linguistic facts themselves” (1998:12). This view is not shared by some, such as Mufwene
(2003a). In response to a similar proposal in Thomason (2002), Mufwene (2003a: 275) states that
this method of classification simply dismisses the problem at hand, and that there can be no
break in transmission of the lexifier when a pidgin or a creole shares much of its grammar with
its lexifier, “despite modifications that are to be expected from the learning process” (Mufwene
2003a: 281-282). At the other extreme end are writers such as Dillard (1975) and Burling (1973)
express that pidgins and creoles are mostly influenced by the native language of their speakers,
more specifically, they suggest that African American Vernacular English can be attributed to
the effects of the speakers’ native African languages. Burling (1973: 113) goes as far as to state
that the slaves on the plantations “would have had little opportunity to hear or imitate the
colloquial speech of the whites, but they could easily have imitated one another”. Such a stance
is clearly untenable, for there is no substantial evidence that supports the notion that early
speakers of African American Vernacular English had such limited contact with white speakers
that they could not approximate the speech of the latter group. With regard to Thomason and
Kaufman’s (1988: 12) assertion that that the study of genetic relation should be “thus based
theoretically on the social facts of normal transmission rather than merely on the linguistic facts
themselves”, this grammar agrees with Mufwene (2003a) that dismissing the genetic affiliations
pidgins and creoles have to their source language(s) is simply a convenient proposal that does
not add value to creolistics, it takes the view that a creole cannot be traced back to a single
source. On separate occasions, Mufwene has also argued for the “complementary hypothesis”,
which proposes that “the only influences in competition are structures of the lexifier and of the
substrate languages” (Mufwene 2001: 34), hence suggesting that pidgins and creoles do not have
to be strictly traced back to one source. Given the sociohistorical facts that gave rise to BM, it is
not viable to regard BM as having been derived from Malay only.
7.3
BM as a mixed language
According to Thomason (1997), a bilingual mixed language usually develops in a two-language
contact situation wherein at least one of the speaker groups is bilingual in both source languages.
323
Among other names given to mixed languages are ‘split languages’ (Myers-Scotton 2003) and
‘fused lects’ (Auer 1999). These mixed languages can usually be separated by its source
languages, and these components are typically not simplified, given the widespread bilingualism
on the part of at least one of its initial speaker groups (Thomason 1997).
Sociohistorically, mixed languages have been related to both the creation and maintenance of
ethnic identity. For example mixed languages can arise from intermarriages, such as with
Mednyj Aleut (also known as Copper Island Aleut), which was formed via the marriages of
Russian fur seal hunters and Aleutian women on the Mednyj Island in the Bering Strait (Golovko
1994), as well as Michif, which was formed via the marriages of French fur traders and Cree
women in the Red River Colony area (corresponding to present-day Manitoba and North Dakota)
(Bakker 1997). Mixed languages can also arise through language identity maintenance, when
groups undergoing language shift resist complete assimilation (Winford 2003). For example,
Gurindji Kriol halts a complete shift to Kriol. The language is spoken by younger Gurindji
people in Kalkaringi (Northern Territory, Australia), where Gurindji is still spoken by older
people, but mostly in code-switching with Kriol, which is an English-lexifier creole (Meakins
2008). Similarly, Anglo-Romani was formed by Romani-speaking gypsies shifting towards
English, and it comprises Romani structural and lexical insertions into a predominantly English
discourse, the Romani material being used to express solidarity or even affection (Matras et al.
2007). However, not all mixed languages are formed via intermarriage, or out of attempts to
maintain an ancestral language. Light Warlpiri, which is spoken in Lajamanu (Northern
Territory, Australia) is spoken by younger Warlpiri speakers who continue to speak both their
heritage language and English, and can be construed as an expression of their particular group
identity (O'Shannessy 2005). In all instances, the relationship between mixed language and
group identity is incontrovertible. Given the fact that commonly cited mixed languages such as
Michif, Mednyj (Copper Island) Aleut, and Media Lengua emerged as vernaculars used to
symbolize a separate ethnic identity, the proposition to also classify BM as a mixed language is
ostensibly appealing. Notably, some have identified a separate Peranakan language spoken in
324
Indonesia (a blend of Malay and Javanese) (see section 1.2.1) as a mixed language (Dreyfuss and
Oka 1979, Matras and Bakker 2003, Wolff 1983). 89
Structurally, mixed languages are a diverse category, contrary to Bakker’s (2003: 108) notion
that mixed languages are still recognised to “differ so radically from other results of language
contact, that they show more similarities with each other than differences”. The category
includes languages that have different types of subsystem splits. There are mixed languages
whose sources are split across grammar and lexicon, such as Media Lengua, spoken in Central
Ecuador, which has Quechua grammar and almost 90 percent90 Spanish lexicon (Muysken 1981).
Another language that is split across grammar and lexicon is Ma‘a (also known as Mbugu),
spoken in Tanzania by a nomadic group that has moved into a region surrounded by Bantu
languages. Ma‘a is said to combine Bantu grammar with Cushitic lexicon (Mous 2003). There
are also other languages such as Anglo-Romani, whose grammar comes from English and whose
lexicon comprises of a restricted set of Romani words (in an otherwise English set of words)
(Matras et al. 2007). A separate type of mixed languages is one whose sources are split between
noun phrase and verb phrase. One of the most popular examples of these is Michif. which
comprises predominantly French noun phrases (with French phonology intact) and Cree verb
phrases (with Cree phonology intact) (Bakker 1997). A more recent example of a mixed
language split across noun phrase and verb phrase is Light Warlpiri. While most verbs are
derived from Kriol/ Australian Aboriginal English, nouns are derived from both Warlpiri and
Kriol/ Australian Aboriginal English (O’Shannessy 2005). Again, the type of mixture may vary a
lot from a language to the next. For example, instead of being a language split between nounphrase and verb phrase, Mednyj Aleut’s nouns and nonfinite verb inflections are derived from
Aleut, while its finite verb inflections are derived from Russian, the lexicon in this instance being
mostly derived from Aleut (Golovko 1994).
89
According to Dreyfuss and Oka (1979), 88 percent of grammatical affixes in this language that researchers term
“Chindo”, are Javanese, while function words, adjectives and adverbs are almost equivalently distributed between
Javanese and Malay. Among themselves, the Peranakans of Indonesia often refer to their language as “Peranakan”,
just as the Peranakans of Malacca and Singapore refer to Baba Malay as “Peranakan”.
90
However, based on a separate Swadesh list count, only 65 percent of the stems are from Spanish (Muysken 1997)
325
Just as there are structurally diverse types of mixed languages, there are also diverse ways in
which mixed languages could have come about. These include notions of extensive borrowing
(Thomason and Kaufman 1988), code-switching (Myers-Scotton 2003), relexification (Muysken
1981), language intertwining (a situation in which languages are combined, instead of one
wherein a language replaces the functions of another) (Bakker 1997), as well as metatypy, which
occurs when the syntax of one language becomes restricted based on the syntax of another (Ross
1996). It is however difficult to ascertain which process was the most responsible for the mixed
language outcomes (since most of these recognized languages were formed some time in the
past). For this reason, only sociohistorical and structural factors are considered in the assessment
of BM as a possible mixed language.
Thus far, there have been no attempts at classify also BM as a mixed language, although Ansaldo
et al. (2007) do also iterate the fact that it is tempting to compare BM’s formation with typical
mixed languages. However, for several reasons, Ansaldo et al. (2007) do not do so. First, they
question if mixed languages do form a valid class that is different in its genesis and type than
other types of contact languages, and they also state that the same mechanisms of formation
apply in all contact-induced change, citing Mufwene (2001, 2007). Next, they comment that pure
bilingualism is hard to prove, and that the Peranakans showed high levels of multilingualism, and
they also reference Siegel (1997), who proposes that features are transferred to the contact
language in stages of interlanguage, and not directly from component languages to the contact
language. The assumption here appears to be that the mixed languages are formed by groups that
are highly bilingual in both component languages, and that features should not have to be
transferred in stages to interlanguages, but all at once. However, there is no reason for why this
should be so. Finally, they state that the structure of BM is not an “even distribution of lexical
versus grammatical features of two different (groups of) languages”, and that the “lexicon is
mixed, and a combination of typological congruence and innovations can be found, similar to the
type of restructuring we find in many creoles [and non-creole] languages” (Ansaldo et al.
2007:213). These concerns will be addressed below in the current assessment of whether BM
should be categorized as a mixed language.
326
Before addressing how BM may or may not be like mixed languages in sociohistorical and
structural ways, it appears to be necessary to validate this category of contact languages. As
mentioned in the earlier paragraph, there are those who question if mixed languages do form a
valid class that is different in its genesis and type than other types of contact languages (Ansaldo
et al. 2007). For example, Mufwene (2001) is of the opinion that regardless of the different
names proposed for the different mixed systems, the levels and types of mixedness can be
explained by the same principles of a language speciating in an ecology91. In relation to this,
other researchers such as Thomason (2003) are of the opinion that mixed languages differ from
pidgins and creoles since the genesis of pidgins and creoles involve imperfect learning.
Thomason then goes on to postulate that the main mechanism that may have contributed to the
genesis of mixed languages is “change by deliberate decision” (2003:34). Change by deliberate
decision can involve intentionally making a language different than the neighbouring dialects, so
as to be distinct as a group (Campbell 2013: 325). Thurston (1989) and Ross (1996) describe
“esoterogeny” as the way in which speakers of a particular language make their language more
complex, so as to distinguish it from the languages of their neighbours.92 Ross (1996) states that
a language can be “emblematic” of ethnic identity in a multilingual environment. For example, a
language can become more different than its neighbours with “an increase in the frequency of
opaque idioms” (Ross 1996: 183). However, the notion of esoterogeny is fraught with difficulties
(Campbell and Posner 2008: 352). Chief among which, “it is not clear how this hypothesized
cultural motive for these changes” “could be tested” (Campbell and Posner 2008: 352). Yet,
others such as Blust (2005) have shown that there are some sound changes in historical
linguistics that only can be explained by change by deliberate decision. Blust (2005) specifically
discusses deliberate sound changes that occur in several Austronesian languages. While
91
For example, features may be adapted to suit the ecology, and features that are compatible with the features of
other languages in the same ecology are more likely to be maintained than features that are not. For more discussion,
see Mufwene (1996, 2001, 2008).
92
The opposite of esoterogeny is exoterogeny (Thurston 1989; Ross 1996), which usually occurs when a language is
simplified for the reason that it is spoken as a “contact language” by members of other communities, as its original
community is strongly bound to these other communities. Campbell and Posner (2008: 353) state that while this
claim may be useful, it is may not be accurate, as there is no substantial evidence that shows that a language will
become simplified if it is used across communities. They also provide counterexamples with languages that maintain
their complexity even though they are used across different communities (such as Arabic, Turkic, Mongolian and
Georgian).
327
deliberate language change cannot be confirmed for certain, evidence such as that of Blust
(2005) shows that it cannot be easily dismissed.
Given how the components in a mixed language are usually not simplified, it is not implausible
that change by deliberate decision may account for the genesis of mixed languages rather than
imperfect learning. Mechanisms of genesis aside, mixed languages are a structurally definable
category. The current view taken here is, regardless of whether it is the entire lexicon, or at the
level of inflectional morphemes, it should be possible to attribute some identifiable different
subsystems in the mixed language clearly to different individual source languages. Given the
plausibility of change by deliberate decision contributing to the genesis of this particular
category and the distinct difference in its structural characteristics (compared to other types of
contact languages), it is valid to ask if BM is a mixed language.
7.3.1 Sociohistorical factors
While I take no stance on whether imperfect learning accounts for the genesis of pidgins and
creoles given the views of some that these languages arose from contact with non-standard
speakers (Mufwene 1996), it is not an unreasonable proposition that BM arose out of change due
to deliberate decision. This is particularly so since the Peranakans view themselves to be unlike
other Chinese and Malays in Singapore. A heavily Malay-based lexicon differentiates the
Peranakans from the Chinese, and features such as selected Hokkien personal pronouns (see
section 4.1.3.1) and refined [ɛ] forms (see section 3.7) to differentiate themselves from standard
Malay speakers. Again, it is not possible to look into the minds of the two original groups that
formed BM, and consequently, BM’s genesis cannot be attributed to change by deliberate
decision with an absolute level of certainty, but particular extrapolations may be considered. BM
is by no means a contact language with simplified components. To illustrate this, the language
has two patterns of relativization, a prenominal strategy derived from Hokkien and a
postnominal-strategy derived from Malay (see section 6.3.1.3). The implications of this for the
structural-matchedness of BM with mixed languages will be discussed later, but it is clear that
the initial groups must have had unimpeded exposure to both Hokkien and Malay in the
328
intermarriage scenario. This begs the question of whether “pure bilingualism” is indeed a
necessary condition for the genesis of mixed languages (Ansaldo et al. 2007).
Notwithstanding the usual difficulties in defining bilingualism (Romaine 1995), pure
bilingualism or full bilingualism refers here to being fluent in both relevant languages. That such
bilingualism is involved in mixed languages has been refuted by researchers such as Matras
(2003), who states that this puts varieties of recognised mixed languages formed via language
attrition (or shift towards another language) such as Ma’á and Para-Romani in the periphery.93
Regardless, it is necessary to examine the implications of why mixed languages are supposed to
have emerged quickly in situations of full bilingualism, especially since it is an often-cited claim
(Bakker 1997, Thomason 1997a). The implications are two-fold. First, lack of proficiency in any
one of the two source languages may not result in a mixed language, since certain proficiency on
the part of early speaker groups is essential for the development of mostly intact subsystems
from both source languages. Second, knowledge in other languages (aside from the two main
languages concerned) may affect the final output, so that entire individual subsystems of the
language cannot have been neatly derived from two languages. In the case of the Peranakans, the
early Chinese traders must have learnt some basic Malay vernacular to trade in the region,
although it is not clear if this was to the extent of widespread bilingualism. Again, that being
said, there would still have been little obstruction to the exposure of both component languages
in the creation of BM, given the intermarriage scenario. The opinion here is that unimpeded
access to both languages is sufficient to warrant the genesis of a mixed language, not necessarily
“pure bilingualism”. The second implication appears to be more relevant in the case of the
Peranakans, who showed high levels of multilingualism (Ansaldo et al. 2007). Note that the
Peranakan community was the very first to acquire English in the Malacca/ Singapore region
when it was introduced in the colonial period (Lim 2010), and they have been proficient enough
in the language to have shifted towards it so much that their own language has become
endangered (Chia 1983). It is however less plausible that the initial speaker groups that formed
BM had been proficient at English, given that the community had existed before the period of
93
Both Ma’á and Para-Romani are said to be structurally prototypical for having a lexicon that comes from one
language, and a grammar that comes from another.
329
British colonialism in the region during the late 18th to early 20th century (see section 1.1). There
is also little evidence that the initial groups speaking BM had been proficient at other languages.
Thus, it is unlikely that a language other than Hokkien and Malay, would have contributed
significantly to the language, besides perhaps the adstratal contributions of borrowings from
languages such as Portuguese and English. Thus, BM would appear to have met the bilingual
condition that gives rise to mixed languages (however tenuous this requirement is).
Also on the topic of the BM’s sociohistorical background, it is necessary to state that there is no
evidence for or against the quick formation of BM. While researchers who focus on mixed
languages that evolved through the intermarriage scenario propose that mixed languages form
rapidly (see Bakker 1997), other researchers state that this is not the case for languages
associated with resistance to complete language shift (Matras 2003). However controversial, the
speed of genesis may have implications for whether or not mixed languages are affected by the
proposition that features are transferred to the contact language in stages of interlanguage, and
not directly from component languages to the contact language (Siegel 1997). The faster the
formation of the language, the less likely it is to have undergone several of these stages, and vice
versa. In line with this, it is important to note that Siegel (1997) states that feature transfers that
occur in stages of interlanguage affects pidgin and creoles, and indigenous varieties of
languages, but does not mention mixed languages. While Ansaldo et al. (2007) appear to indicate
that it is possible for features from Malay or Hokkien to have existed in states of interlanguage
that may have preceded the resultant form of BM, there would technically have been nothing that
prevented a quick genesis of BM given the intermarriage scenario, as in the case of Michif
(Bakker 1997).94
The speed of BM’s genesis is unclear but other sociohistorical factors, such as the probability
that the language arose out of a deliberate decision that it should be representative of an ethnic
identity, and the widespread bilingualism in the early ecology of BM, corroborate the idea that
94
It is interesting to note that differences can arise between researchers based on the type of process involved. For
example Sri Lanka Malay is regarded to have been formed via rapid convergence by Bakker (1995), but via gradual
metatypy by Ansaldo (2011). Whether or not Sri Lanka Malay as a mixed language is still being debated (see
Nordhoff 2012).
330
BM may indeed be a mixed language. Having discussed sociohistorical factors that affect the
assessment of BM as a mixed language, it is necessary to examine the structure of BM before
drawing any conclusions.
7.3.2 Structural factors
Structurally, researchers have been interesting in distinguishing mixed languages from pidgins
and creoles. Thomason (2003) states that in pidgins and creoles, the lexicon may come from one
language, while the grammatical subsystems in these languages can be viewed as a crosslanguage compromise. Mixed languages (which she terms “bilingual mixed language”) on the
other hand, adopt intact lexical and structural subsystems from the source languages, sometimes
with some distortion or adaptation (Thomason 2003). In a similar vein, Bakker (2003) asserts
that it is usually not impossible to identify a clear source for the grammatical component in
pidgins and creoles, whereas mixed languages should have numerically equal and identifiable
components from two languages. Whether or not only one component is clearly identifiable to a
pidgin or creole’s source language is debatable and will be discussed in the next section.
Returning to the topic of mixed languages, mixed languages should clearly be identified by their
structure, which comprises two component languages that are individually compartmentalized in
separate subsystems, and BM’s structural status will be assessed accordingly. Another interesting
supposition is that in the instance of intermarriages, mothers provide the grammar language
when raising their children (see Bakker 1997). This is not as strong as the earlier claim, but will
be brought up as a point of interest in the following discussion.
Structural findings do not match up with sociohistorical ones. The findings here underscore
Ansaldo et al.’s position, that “BM cannot be captured as an even distribution of lexical versus
grammatical features of two different (groups of) languages” (2007:213). Even at the narrower
level of individual subsystems, BM does not show compartmentalization of individual
languages. To examine if there is any systematicity in the lexicon, three word lists are presented,
the first showing a completely Malay lexicon, the second shows an almost systematic MalayHokkien split, and the third, shows an unsystematic mixture. Where the grammar is concerned,
331
the tense and aspectual system, as well as relativization patterns are used to show that there is no
systematic mixture in BM.
Most words in BM are derived from Malay, and this is reflected in a Swadesh 100 word list (the
complete list is appended in Appendix C). The first twenty words on this list are shown in the
following table.
1.
I
saya (refined)
gua (coarse)
2.
you
lu
3.
we
kita
4.
this
ini
5.
that
itu
6.
who?
siapa?
7.
what?
apa?
8.
not
bukan (noun negator)
tak (verb negator)
9.
all
sumua
10.
many
manyak
11.
one
satu
12.
two
dua
13.
big
besar (coarse)
332
besair (refined)
14.
long
panjang
15.
small
kechik
16.
woman
perompuan
17.
man
jantan95
18.
person
orang
19.
fish
ikan
20.
bird
burong
Table 44: List of first 20 words on Swadesh basic word list.
Given that almost the words on such a list are derived from Malay, it is indeed attractive to think
of BM as a mixed language that has a Malay lexicon and a Hokkien grammar. But this is not the
case. A substantial number of Hokkien words can be found in the language, particularly in areas
of kinship terminology, religious customs, rituals and celebrations, as well as in terms of ethnic
value and emotive import (Pakir 1986). In view of this information, the following list is
provided. The words on this list represent a very specific domain, roles in a wedding
ceremony. 9697
95
Note that MBM speakers prefer to use laki to mean ‘man’, since jantan refers to male animals in the source
language, Malay. Laki also refers to ‘husband’ in both MBM and SBM.
96
These are used both in SBM and MBM.
97
For more information on the complex Peranakan wedding ceremonies, Cheo (1983) is a good source.
333
Role
Word in BM
Source of word in BM
‘bride’
kemantin
Malay
‘groom’
kiasai98
Hokkien
‘bride’s girl assistant’
pengapék
Malay
‘groom’s boy assistant’
kuya
Hokkien
‘bride’s assistant for
kneeling and general help’
bukak kun
Malay-Hokkien
‘groom’s family’s host’
chu-lang
Hokkien
‘bride’s ceremonial
assistant’
sangkék-em
Hokkien
‘groom’s ceremonial
assistant
pak-chindék
Malay
Table 45: Key roles in a Peranakan wedding
If BM is a mixed language, one might expect two scenarios. In the first scenario, the lexicon
comprises almost entirely of words from one language. This is not the case, as seen in the table
98
Also son-in-law
334
above. In the second scenario, the lexicon might be mixed in a systematic fashion. Thus,
concerning the domain of the Peranakan wedding, words to do with the groom might be derived
from Hokkien, while words concerning the bride might be derived from Malay. Again, this is not
the case. While the words for the bride and the bride’s girl assistant (akin to a flower girl) are of
Malay origin, and the words for the groom, the groom’s boy assistant (akin to a page boy) and
the groom’s family’s chu-lang (literally ‘host person’) who does the job of hosting the main
ceremony) are of Hokkien origin, the labels for the other roles are less systematic. The assistant
who quickly lifts the bride’s heavy skirt for her when the bride is required to kneel is called the
bukak kun (literally ‘open skirt’), the word bukak is derived from Malay while kun is derived
from Hokkien (since the type of skirt the bride wears is a Chinese-style skirt). In addition, the
word for the bride’s ceremonial assistant (whom the bukak kun also answers to) is derived from
Hokkien, while the word for the groom’s ceremonial assistant is derived from Malay. These have
to do with cultural underpinnings. The sangkék-em (literally ‘deliver marriage aunty) dresses and
performs rituals for the bride, while the pak-chindék (literally ‘uncle’ Chindek), traditionally a
Boyanese man, looks after the groom. One might expect that the groom’s valet, being under the
groom’s employment would have been Chinese, while the mistress of ceremony, usually being
under the bride’s family’s employment, would have been local. Yet, as the lexicon indicates, the
sangkék-em is a Hokkien tradition, while the pak-chindék is a Malay tradition (these traditions
are very rarely practised by any group today in Singapore and Malacca). Hence, what this
domain shows is earlier ceremonial choices made by the Peranakans, but not so much
systematicity in the sense of mixed languages. In the same vein, one might argue that cultural
domains are not reflective of the language’s true mixture, since they usually reflect conscientious
cultural choices.
Bearing that in mind, the following table of personal pronouns (which are arguably more basic
than cultural terms) is presented.
335
Gloss
BM form
Hokkien form
Malay form
1.SG
saya ‘refined’
goá
saya ‘implies slave, but not
gua ‘coarse’
literally so, polite,
formal’
patek ‘implies even more
humility than saya,
seldom used’
amba ‘servant’s speech’
beta ‘domestic servant’s
speech’
1.PL
2.SG
kita
lu
aku
‘informal’
goán (goá-lâng) ‘inclusive’
kita
‘inclusive’
lán-lâng
kami ‘exclusive’
‘exclusive’
angkau ‘used by both superiors
lí
and inferiors’
kamu
‘superior to inferior’
tuan
‘literal meaning: master’
2.PL
lu-orang/ lu
lín (lin-lâng)
3.SG
dia
i
diya
3.PL
dia-orang/ dia
in (i-lâng)
marika
Table 46: Personal pronouns in Baba Malay, Hokkien, and Malay
The list of Hokkien personal pronouns that appears in table 46 is mostly based on Douglas
(1873), while the list of Malay personal pronouns used is from Marsden (1812), since BM’s
formation is more likely influenced by these forms of the component languages, rather than
current-day forms. Note however, that the forms in parenthesis featuring lâng ‘people’ in the
Hokkien column have not been mentioned by Douglas (1873). Ansaldo and Matthews (1999)
336
state that these forms may be later fused forms of the plural pronouns, given that lang is used
widely in Hokkien to indicate an indefinite sense meaning ‘people’ (Douglas 1873), and that the
forms of singular pronoun plus lang still exist in other varieties of Southern Min, such as the one
used in Shantou. Given this explanation, the plural forms in BM do appear to look like calques of
the Hokkien forms, and this has been recognized by Lim (1981), Pakir (1986), and Ansaldo and
Matthews (1999). There is less of a match between the Malay forms cited by Marsden (1812)
and the BM forms, except for the fact that besides gua ‘1.SG coarse’ and lu ‘2.SG’, Malay
provides most of the BM lexicon. Semantically however, the distinction between refined and
coarse speech may have developed with the derivation of saya from Malay, the use of saya
implies that the speaker is a slave, although it is more often used metaphorically to express
politeness or formality (see Marsden 1812). This is been reinterpreted in BM so that saya
becomes a refined version of the first person while Hokkien first person gua has taken on
implications of coarseness. If BM is a mixed language, one may expect systematicity, that the
personal pronominal system might comprise entirely of labels from one language, and semantic
structure from another. However, this is not the case, BM’s personal pronominal system uses
labels from both Hokkien and Malay, and is structurally influenced by both calques from
Hokkien and as well as by the formality and politeness denoted by Malay saya.
With regard to all lexical items derived separately from Malay and Hokkien, it must be noted
from previous chapters that the separate sound systems do not stay intact. The sound systems
appear to converge (see section 7.4.1), with the introduction of /ɛ/ and /ɔ/ from Hokkien, which
are phonemes also used in words of Malay origin (see section 3.1.2.2). In addition to losing tonal
contrasts on Hokkien words (see section 3.6.2), word-final stress in BM (see section 3.6.1) also
appears to follow (but not exactly so) phrase-final high boundary tone in Malay (Ng 2012). BM’s
phonological system has elements from both Malay and Hokkien, but it appears more Malay.
This is unlike mixed languages that contain more unmixed words such as Michif (van Gijn
2009). Michif has an intact Cree phonological system for its verb phrases and an intact French
phonological system for its noun phrases, as compared to Media Lengua, which is characterized
by mixing within words, and has Quechua phonological system to accompany its mainly
Quechua grammar (van Gijn 2009). BM should be compared to mixed languages with unmixed
337
words, given its more isolating nature, and this comparison shows that it is unlike any recognized
mixed language.
While the above examples show that BM is neither lexically nor semantically close to being a
mixed language, it is also necessary to examine other aspects of BM’s grammatical system for a
more complete picture. An area that can be examined is the tense and aspectual system of BM.
Table 47 compares the tense and aspect systems of BM and its component languages. Again,
Hokkien data is taken from Douglas (1873), Chiang (1940), and Bodman (1955, 1958), while the
Malay data is gleaned from Marsden (1812) and Crawfurd (1852). Note that while Chiang
(1940) and Douglas (19874) represent future ‘want’ in Hokkien as beh, and ‘have’ as ū, Bodman
(1995, 1958) represents these as bèq and ǔ respectively99.
99
These differences may be a matter of auditory interpretation. While beh has no tone, bèq has a low tone, and while
ū has a mid tone, ǔ has a rising tone.
338
Tense/ Aspect
BM form
Hokkien form
Malay form
future ‘not yet’
belom VP
bōe VP
belum VP
future ‘later’
nanti VP
future ‘want’
mo VP
nanti VP
beh/bèq VP
akan VP
future ‘will’
ada VP
ū/ǔ VP
ada VP
ū/ǔ VP
tentative
verb
reduplication
verb reduplication
perfective ‘have’
ada VP
ū/ǔ VP
perfective ‘already’
sudah VP
í-keng VP
progressive
(mo ‘want’ is not
recognised to indicate
the future)
ada VP
‘literal: have’
habitual
‘literal: have’
sudah VP
telah VP
recent perfect
baru VP
baharu VP
‘just’
experiential perfect
pernah VP
VP kè
pernah VP
‘ever’
Table 47: Tense and aspect of Baba Malay, Hokkien, and Malay.
While Marsden (1812) states that sudah and telah are used to indicate the past, examples
provided show perfective use. Mo ‘want’ is recognized to be the equivalent of beh as BM has a
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construction mesti mo that appears to be a calque of ‘beh ai’ in Hokkien (see 5.2.2 and Pakir
1986). Also, tentative aspect via verbal reduplication is characteristic of Hokkien (Tsao 2004). A
quick glance at the table shows that while Malay contributes all the lexicon of the tense and
aspect system of BM, grammatical functions can be attributed to both Hokkien and Malay. All
functions from Hokkien appear to be transferred over to BM by being transferred over directly
from BM, and by virtue of having compatible functions and forms in Malay (except for the fact
that experiential perfect kè is postverbal rather than preverbal). However not all Malay forms and
functions are found in BM (akan ‘will’, nanti ‘later’, and telah ‘already’). Regarding BM’s
possible mixed language status, findings show that the two component languages are not
individually compartmentalized in separate subsystems, and hence BM cannot be a mixed
language.
Similar findings can be made by examining other subsystems in BM, such as its relativization
strategies. There are two relative markers in BM, one being punya and the other being yang (see
section 5.6.3). The connection between yang in BM and yang in Malay is straightforward
enough. Example (605) is replicated here as (836). In both instances, yang serves as a
postnominal relative clause marker.
(835)
Malay
Musim [yang datang].
season REL come
‘The season that is coming.’
(Marsden 1812:50)
(836) BM
Ini
budak [nang ter-teriak
wolf].
this
child REL ACD-call.out
‘This boy that accidentally cried wolf.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:03:34.9-00:03:37.3)
On the other hand, even though punya in BM is lexically Malay in origin, it is clearly related to
Hokkien ê (see Lim 1981, Pakir 1986, Lim 1988, Ansaldo and Matthews 1999, Lee 2012).
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Malay punya and Hokkien ê are related in that both are possessive verbs. This is reflected in BM
punya as well. Example (18) is replicated below as example (839).
(837) Malay
orang china punya arta
person China POSS belongings
‘a Chinese person’s belongings.’
(Marsden 1812:32)
(838) Hokkien
lâng
ê
kha
person
POSS foot
‘a person’s foot.’
(Douglas 1873:99)
(839) BM
Peter punya bapak,
Peter POSS father
‘Peter’s father,’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-009, 00:45:01.7-00:45:06.9)
By extension, Hokkien ê’s function as a prenominal relative clause marker appears to have also
been transferred to BM as a function of punya (Lim 1988, Lee 2012).
(840) Hokkien
Goá hō
i
[goá thān ê]
1.SG give 3.SG 1.SG earn REL
‘I gave him/her the money that I earned.’
lui.
money
(Lee 2012)
(841) BM
Gua
nampak
[orang tarék punya] chia
1.SG
see
person pull REL car
‘I saw the car (rickshaw) that the man pulled.’
(Lee 2012)
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Thus both postnominal and prenominal relativization strategies are available in BM. Based on
section 5.6.3 and Lee (2012), the relativization patterns in BM, Hokkien and Malay can be
represented in the following table. It is clear from the table that not all patterns of relativization
are transferred over from the component languages to BM. While Hokkien ê can be used to
relativize possessor, BM punya is not able to do so.
Subject
Direct Object
Indirect Object Possessor
BM punya
(prenominal)
+
+
+
-
Hokkien ê
(prenominal)
+
+
+
+
BM yang
(postnominal)
+
+
+
+
Hokkien yang
(postnominal)
+
+
+
+
Table 48: Relativization patterns in Baba Malay, Hokkien, and Malay
In terms of the current mixed language debate, the patterns of relativization show that BM cannot
be a mixed language structurally. There is not one but two component languages that underlie the
language’s relativization system. In addition, not all patterns of relativization from both
component languages are found in BM. One of the component language’s subsystem, namely
that of Hokkien, is no longer intact in the resultant language. This makes the case for BM being a
mixed language even less convincing.
Regarding processual matters, the relexification hypothesis that Muysken (1981) proposes for the
mixed language, Media Lengua, cannot apply directly in any of the above instances. More
discussion ensues in the next section. Essentially, while BM may appear to share similar
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sociohistorical characteristics as other mixed languages, the lexical and grammatical examples
here show that the language is structurally dissimilar to any recognized mixed language.
7.4
BM as a creole
It is the view of this chapter that although the notion of a creole is a tenuous one, it is useful if it
refers to a group of languages that have more in common with each other than differences
(Bakker 2003 on mixed languages). That being said, while it will be shown that BM does not fit
the most traditional notions of a creole, the concept of a creole is still an evolving one, and BM
best fits into these expanding if fuzzy boundaries.
Thus far, different modern definitions have been proposed for creoles. Some of these consider
sociohistorical factors, others take into account structural features. These differences arise in no
small part due to the varying approaches to creole formation—the universalist approach (e.g.
Bickerton 1981, Bickerton 1984, Coelho 1880–6), the substratist approach (e.g. Adam 1883,
Muysken 1981, Lefebvre 1998, Lumsden 1999, Siegel 1999) and the superstratist approach
(Faine 1936, Chaudenson 1974, Mufwene 1996, Mufwene 2001, DeGraff 2001, DeGraff 2003).
In brief, universalists usually focus on shared properties of creoles that arise because of natural
mechanisms; substratists attribute creole features to the substrate languages; while superstratists
typically maintain that the creole is a variety of its lexifier language. A creole would
consequently mean different things to different types of creolists. To a universalist, a creole
would be a contact language that shows particular features; to a substratist, a creole would be a
language that has derived structural or semantic information from another; and to a superstratist,
a creole may invoke a particular sociohistorical background. These inferences are but brief
generalizations. More detailed discussions regarding these various theories ensue in sections
7.4.4.1, 7.4.4.2, and 7.4.4.3.
Leaving the different approaches to creole formation aside for now, another area of disagreement
involves the distinction between pidgin and creole. For researchers such as Holm, a “creole has a
jargon or a pidgin in its ancestry” (italics in original), and is “spoken natively by an entire speech
community” (2000: 6). For others, nativization does not differentiate a pidgin from a creole.
343
Mufwene (2001) states that pidgin and creoles have separate paths of development, while
Chaudenson (1986) and Mühlhäusler (1992) are of the view that creoles expand from earlier
stages after speakers begin using them as the primary mode of communication. Recognising
these fuzzy boundaries that inadvertently surround these labels of contact languages, Thomason
(1997b) proposes a prototypical definition of creoles. She states that these develop in situations
that comprise more than two speaker groups, when neither group has “the need, the desire,
and/or the opportunity to learn any of the other groups’ languages” (Thomason 1997b:78). The
difference between prototypical creoles and prototypical pidgins is the “social feature of primary
vs. restricted communicative functions” (Thomason 1997b:79). Consequently, a prototypical
creole would be one that is the main language of the speech community and learnt as a native
language, while a prototypical pidgin serves only limited functions. Hence, a prototypical creole
would usually have more extensive structure and lexicon (similar to a full-fledged language)
(Thomason 1997b). Such a view differs from that of researchers such as McWhorter (2005) who
focuses mainly on the structural traits of creoles.
McWhorter (2005) states that prototypical creoles are unique in their combination of three traits,
which are characteristic of languages that are young, the main assumption here being that creoles
evolved more recently from pidgins. These traits are little or no inflectional affixes, little or no
tone for the purpose of lexical and morphosyntactic differentiation, and non-compositional
derivation. While by these criteria, BM is included in McWhorter’s (2005:52) list of prototypical
creoles, his definition is not uncontentious. First of all, the assumption that creoles emerged from
pidgins has been debated intensively (Mufwene 2001). Second, McWhorter (2005) does not
recognize substrate or superstrate influence in creolization itself, and states that these types of
influence at the time of genesis and after the time of genesis may cause the creole to not show
these three traits. This is problematic for it is extremely difficult to prove in many instances that
many creoles had all three traits at one point. Third, McWhorter’s (2005:140-141) list of
sociohistorical circumstances, which according to him would result in these prototypical creoles
with particular structural traits, cannot apply to some of his example languages neatly (such as
BM itself). These sociohistorical requisites are that the creole should not be a compromise
between closely related languages, that it should have emerged in relative isolation from its
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lexifier, and that it should not be in a close diglossic relationship with its lexifier; presumably
these factors would introduce too much structural influence from the component languages. This
sociohistorical narrative cannot apply to BM since BM emerged where its lexifier, Malay was
and is spoken, and BM is in a diglossic relationship with Malay in Malacca, where BM is a
language spoken at home and among friends and Malay is an official language used for
administrative purposes and as a medium of education in Malay schools. Overall, the role of
McWhorter’s (2005) sociohistorical narrative appears to be secondary to his use of structural
traits in the identification of a prototypical creole, and it is strange that he would consider BM to
be a prototypical creole according to his criteria (2005:141).
Hence, while the notion of a prototype is useful, it is difficult to define creoles strictly by
structural traits (see Mufwene 1977). Instead, a view that takes into account both sociohistorical
and structural factors, while still acknowledging fuzzy boundaries, may be preferable. Further
discussion ensues in section 7.4.4. In the meantime, it is useful to note that the conceptualization
of BM as a creole is not new. Such a notion has been proposed by Lim (1981, 1988), Ansaldo
and Matthews (1999), Ansaldo et al (2007), and more recently by Shih (2009).
7.4.1 Lim (1991, 1988)
Based mostly on his fieldwork with MBM, Lim (1981, 1988) posits a possible connection
between Bazaar Malay (then a lingua franca used for trade since the 17th and 18 century) and
BM. He points out both languages had been previously conflated as ‘Low Malay’ by Shellabear
(1913). While noting that Bazaar Malay has a more variable structure and a smaller lexicon than
BM, Lim (1981, 1988) supports the notion that the Chinese had a large part to play in the
creation of both Bazaar Malay and BM. He is also of the opinion that since some form of
reduced Malay must have existed in both Chinese homes as well as in the trading community,
hence BM would have not likely developed from the pidgin now known as Bazaar Malay.
Instead, BM may have arisen quickly from an unstable and variable pre-pidgin continuum. Based
on Hyme’s (1971) notions that creolization involves complication, expansion and extension, in
addition to convergence, BM’s status as a possible creole is evaluated. In this instance,
convergence “refers to the mixture of linguistic elements that is found in pidgin and creoles at
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each of the phonetic, the lexical, the syntactic and the semantic levels” (Lim 1988:12). Given the
fact that there is no prior documentation of a pidgin or a pre-pidgin continuum, it is difficult to
demonstrate whether it is complication or simplification, or expansion or reduction that takes
place. Lim however identifies several areas of convergence.
At the phonological level, Lim compares the phonemic inventories of MBM with those of
Hokkien and Malay. With regard to consonants, Lim notes that there is no sign of admixture as
the consonantal system is “almost exactly congruent with that of Malay, and there is no
interference from the Hokkien system whatsoever (1988:15). Note again that he does not include
glottal plosive [ʔ] in his consonant chart of BM, and that it may not have been his intention to
leave it out, especially considering that he states that the system of BM is congruent with that of
Malay, by which he means the standard Bahasa Melayu (see section 6.1) — the glottal stop exists
both in Hokkien and in Malay. The consonant chart Lim (1988) presents of MBM is entirely
similar to that of both SBM and MBM in this grammar (see sections 3.1.1 and 6.1).
Labial
Dental
Velar
Glottal
v’less
p
t
k
ʔ
voiced
b
d
ɡ
asp.
v’less
ph
th
kh
unasp.
v’less
tʃ
voiced
dʒ
v’less
tʃh
Fricatives
v’less
s
Nasals
voiced
Laterals
v’less
Hokkien
Stops
Affricates
unasp.
asp.
m
n
l
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h
ŋ
Labial
Dental
v’less
p
voiced
b
Malay
Stops
Affricates
Fricatives
Palatal
Velar
Glottal
t
k
ʔ
d
ɡ
v’less
tʃ
voiced
dʒ
v’less
f
s
ʃ
voiced
z
Liquids
voiced
l
r
Nasals
voiced
n
ɲ
Semivowels
m
w
j
Table 49: Consonant charts of Hokkien and Malay (Lim 1988)
347
h
ŋ
Labial
Dental
v’less
p
voiced
b
Baba
Malay
Stops
Affricates
Fricatives
Palatal
Velar
Glottal
t
k
(ʔ)
d
ɡ
v’less
tʃ
voiced
dʒ
v’less
s
Liquids
Nasals
m
Semivowels
w
h
l
r
n
ɲ
ŋ
j
Table 50: Consonant chart of Malacca Baba Malay (Lim 1988)
Where vowels are concerned, Lim presents the following comparison. The vowel inventory of
MBM is almost congruent with that of Malay, except for [ɛ], which results from raising
discussed in section 3.3.5, although Lim (1981, 1988) attributes this to urbanity, and not
“refinement”. While there are nasalized vowels in Hokkien, no nasal vowels are reported for
BM. For example, /thĩa/ for ‘living room’ is reported as /tia/ (Lim 1988:15).
Hokkien
Front
Central
Back
High
i ĩ
u ũ
Mid
e ẽ
o õ
Low
a ã
ɔ ɔ̃
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Malay
Front
Central
High
i
Mid
e
ə
Low
(ɛ)
a
Back
u
o
Table 51: Vowel charts of Hokkien and Malay (Lim 1988)
Baba Malay
Front
Central
High
i
Mid
e
ə
Low
(ɛ)
a
Back
u
o
Table 52: Vowel chart of Malacca Baba Malay (Lim 1988)
Thus, Lim (1988) states that unlike other creoles that may show substrate influence in
phonology, BM shows little influence from Hokkien. Note however, that Lim’s findings
regarding MBM differ from this grammar’s findings on SBM, where ɛ and also ɔ both exist in
the vowel inventory, and are attributed to Hokkien substrate influence (see section 3.1).
Influence from Hokkien is syntactically and semantically more prevalent.
Lim (1988) attributes the relativizer form and function of punya to that of Hokkien, as this
dissertation and Lee (2012) also do (discussed in sections 5.6.3 and 7.3.2), although he also
identifies it as a possessive, temporal and locative marker. These can be interpreted as extensions
of the relative marker (as this grammar has done). Alternate glosses are provided for Lim’s
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examples below. Free translation is only provided for the BM examples, since the Hokkien and
Malay examples have equivalent meanings.
(842) BM
Sek Po punya keréta
REL car
‘Sek Po’s car’
‘The car that is Sek Po’s (alternate gloss).’
Hokkien
Sek Po ê
REL
chia
car
Malay
Keréta Sek Po
car
(Lim 1988: 17)
(843) BM
Sini
punya orang
here REL people
‘The people of this place.’
‘The people that are here.’ (alternate gloss)’
Hokkien
Chit-tau
here
ê
REL
lang
people
Malay
Orang yang di
sini
person REL Prep here
(Lim 1988: 17)
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Note however, that not all relativization functions that exist in Hokkien do so in BM. While
Hokkien ê can be used to relativize possessor, BM punya is not able to do so (see section 7.3.2).
Other functions that are transferred over include the kasi benefactive and causative constructions
(see section 5.2.4.2) among others. The following benefactive and causative examples are
presented in examples (844) and (845).
(844) BM
Dia-orang
kasi gua
3.PL
let
1.SG
‘They let me know.’
tau
know
Hokkien
in-lâng
3.PL
hō
give
gúa
1.SG
chai
know
Malay
Mereka
3.PL
memberi
inform
tau
kepada saya
know to
1.SG
(Lim 1988: 20)
(845) BM
Dia
pekék-pekék
kasi gua
3.SG shout-shout
cause 1.SG
‘She shouted about, shocking me.’
terperanjat100
shock
Hokkien
i
3.SG
100
jióng hō
gúa
shout cause 1.SG
chuak
shock
The glosses I have used for these examples differ from Lim (1988)’s, wherein pekék is glossed ‘scream’ rather
than ‘shout’, and where dia pekék-pekék is interpreted as ‘her screams’. Since pekék-pekék follows a subject directly,
and these two elements are not mediated by possessive punya, it is preferable to treat pekék-pekék as a tentative verb
form, rather than a plural form of a noun.
351
Malay
Pekek-nya
shout-3.SG
memeranjatkan
shock
saya
1.SG
(Lim 1988: 21)
In addition to substratal influence in the form of the punya relative marker, and the kasi causative
and benefactive constructions, Lim (1988) addresses the fact that the adversative passive kena,
which has been derived from Malay, is also used as a non-volition marker, and that this use
appears to have been derived from Hokkien tioq. It is important to note that Hokkien tioq is also
a passive marker, and its congruence with Malay kena may have triggered the use of kena as a
non-volition marker. Compare the congruence between the passive function in BM, Malay and
Hokkien in examples (846) and (847), as well as the non-volition function of kena and tioq in
examples (848) and (849). It is clear that the non-volition function of kena in BM in related to
that of Hokkien tioq.
(846) Malay (also BM)
Dia
kena pukul
3.SG PASS hit
‘He was hit.’
(847) Hokkien
i
tioq phah.
3.SG PASS hit
‘He was hit.’
(848) BM (but not Malay)
Gua kena
pegi.
1.SG subjected.to go
‘I had to go (i.e. I had no choice).’
(849) Hokkien
Gúa tioq
khì
1.SG subjected.to go
‘I had to go.’
(Lim 1988: 21-22)
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Aside from these Hokkien influences in syntax-semantics, which Lim takes to be evidence of
convergence between Hokkien and Malay, he also presents evidence of convergence in terms
word order, citing that the topic-comment order that is common in Hokkien is also common in
BM (see section 5.6.9). Where the lexicon is concerned, BM’s pronominal system is presented as
evidence of convergence, since it derives words from both Hokkien and Malay and has calques
from Hokkien. (see section 4.1.3 and 7.3.2). For example, third person plural dia-orang, literally
‘3.SG-person’ is derived from i-lâng 3.SG-person’ in Hokkien.
Hence, identifying convergence as a dominant phenomenon in BM, Lim (1988) states that BM as
a creole.
7.4.2 Ansaldo and Matthews (1999) and Ansaldo et al. (2007)
While Ansaldo and Matthews (1999) provides evidence of substratal elements from Hokkien,
showing that structures in BM are in accordance with Thomason and Kaufman’s (1988) notion
of substratum interference, Ansaldo et al. (2007) disagree with their views that contact varieties
such as BM (which they regard to being similar to a creole) have to be associated with notions of
imperfect learning or break in the transmission of the lexifier. They also argue that the
emergence of such contact varieties do not have to be associated with “extraordinary social
conditions of dominated, oppressed, or underprivileged populations” (Ansaldo et al. 2007: 204).
Instead, the features in BM can be explained by the language’s ecology, in which an admixture
of language materials from different sources compete for selection.
The data that Ansaldo and Matthews (1999) draw on are oral data recorded by Lau (1984) and
Pakir (1986), Gwee’s glossary (1988), as well as a play written by Chia (1989). They cite
Thomason and Kaufman (1988), stating that substratum influence can be differentiated from
borrowing, and that borrowing begins with the lexicon, while in substratum influence, structural
interference and borrowing in the lexicon can overlap. Ansaldo and Matthews (1999) then show
examples of structural influence, in areas such as passivization, the attributive construction
(analyzed here as relative clauses, see section 7.4.1 for discussion of Hokkien substrate influence
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in passivization and relative clause formation), existential ada constructions, and the tense-aspect
system.
While Ansaldo and Lim (1999) state that ada and its Hokkien equivalent, ǔ, can mean ‘have’ or
‘exist’ in both Hokkien and Malay, they attribute its use as a preverbal auxiliary to Hokkien.
Ansaldo and Lim (1999) cite examples such as the following.
(850) BM
Lu ingat sekarang punya orang ada ka berchaya ini chiong-chiong mia hal?
2.SG think now
POSS people have Q101 believe this taboo-taboo POSS thing
‘Do you think today’s generation actually believe this stuff about taboos?’
(851) Hokkien
Lì
ǔ
siû
bèq
khǐ
2.SG have think will go
‘Are you thinking of going?’
bou?
NEG
(Bodman 1958:2)
Note however, that while this chapter agrees that the uses of ada are more alike that of Hokkien
than Malay, ada as a progressive marker, has been noted in Malay (see Marsden 1812). Instead,
the perfective use of ada may demonstrate Hokkien influence better, since this function does not
exist in Malay. This can be demonstrated by the following examples. Example (489) is replicated
here as (852).
(852) BM
Gua ada
tutop.
1.SG PFV CLOSE
‘I closed (the door).’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-043, 00:22:15.8-00:22:16.7)
(853) Hokkien
Guà ǔ
khì
hê-chiā-cām
1.SG PFV go
train-station
‘I went to the train station.’
(Bodman 1955:18)
101
The use of ka as a question marker has not been noted in any data elicited for this grammar.
354
Other uses of ada and the implications of these substratum influence is discussed in section
7.4.4.2. Where the tense and aspect system is concerned, Ansaldo and Matthews (1999) state that
besides being consistent with typical creole typology, particular constructions appear to have
been influenced by the Hokkien tense and aspect system. They cite the data in examples (854)
and (855). While both mo and bèq [transcribed as beh by others such as Douglas (1873)] share a
common meaning ‘want’ in Malay and Hokkien respectively, only Hokkien bèq has a future
meaning. This future meaning is transferred to BM mo, even though it does not exist in Malay.
(854)
Apa mo
jadi
what FUT happen
‘What will happen?’
(855) Guà bèq
khì
hê-chiā-cām
1.SG will go
train-station
‘I will (am expected) to go to the train station.’
(Bodman 1955:97)
This observation has also been made by Lim (1988) and in this grammar. Ansaldo and Matthews
(1999) go a step further in proposing that there is a difference between nanti ‘later’ future
constructions and mo ‘want’ future constructions (see section 5.2.5.1), stating that nanti is a
general future construction, while mo is immediate/intentional future. The data covered in this
dissertation does not show that mo indicates immediacy, although examples with mo do signal
intention, as mo is also a deontic modality marker (see section 5.2.2).
Given the multiple structural inputs from Hokkien, Ansaldo and Matthews (1999) conclude that
BM can be accounted for by substratal influence rather than by borrowing, based on distinctions
made by Thomason and Kaufman (1988). They also propose that BM underwent creolization,
due to the historical circumstances in which Malay women and Chinese men formed a
community, as well as due to characteristics that show processes associated with creolization,
such as morphological reduction (as with the loss of verbal prefixes) and grammaticalization (for
example, the expansion of possessive punya’s use). They note that BM appears to be atypical,
being a dual-input creole instead of one based on at least three languages. They name Pitcairnese
as another dual-input creole (English-Tahitian), as well as dual-input pidgins such as Pidgin
Delaware and Ndyuka Trio.
355
Whereas Ansaldo and Matthews (1999) are more concerned with structural matters, and
demonstrate the validity of particular concepts put forth by Thomason and Kaufman (1988),
Ansaldo et al. (2007) are focused on sociohistorical issues, and they propose that contrary to
Thomason and Kaufman (1988), notions of imperfect learning or break in the transmission of the
lexifier may not be necessary in accounting for the formation of restructured vernaculars. In the
same vein, Ansaldo et al. note that “the emergence of such contact varieties [do not have to] be
associated with extraordinary social conditions of dominated, oppressed, or under-priviledged
populations” (2007:204).
While Ansaldo and Matthews (1999) identify BM as a creole, Ansaldo et al. do not outrightly do
so. They do, however, draw parallels between BM and other varieties that emerged in situations
of “combined trade and settlement colonization”, stating that BM “offers useful comparative
information in relation to ‘classic creoles’ of especially the American-Caribbean region and the
Indian Ocean” (2007: 206). In contrast to populations associated with these prototypical creoles,
speakers of BM were neither dominated by others, oppressed or underprivileged, nor had they
ever undergone traumatic geographical displacement. Instead, citing Tan (1988), Ansaldo et al
(2007) note that speakers of BM were an influential class of Chinese capitalists. Referred to as
the “King’s Chinese”, the Peranakans were among the first to be educated in English, and they
played significant roles as intermediaries between the locals, the Asian newcomers, and the
British administrators and merchants (Tan 1988, Ansaldo et al. 2007). The Peranakans were
therefore “neither and economically dominated nor an underprivileged group” (Ansaldo et al.
2007: 212). In addition, Ansaldo et al. argue that there was no imperfect learning or break in the
transmission of the lexifier, as “the creators of BM were always minorities surrounded by, and in
many cases cohabitating with, speakers of colloquial Malay” (2007: 218). In relation to this,
there is structurally little that would suggest “an evolution characterized by simplification
(Ansaldo et al. 2007: 218). According to the authors, the structures in BM are better explained as
having been selected and adapted from various sources in its ecology. For example, while
kinship terms are derived from Hokkien (see Appendix A: Kinship terms), the pronominal
system has both Hokkien and Malay influences, as also mentioned by Pakir (1986), Lim (1988),
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and explained in section 7.3.2.102 While these are interesting observations, note that there is no
defining explanation for why particular structures or lexicon are influenced by Hokkien, and why
others are influenced by Malay.
7.4.3 Shih (2009)
The most recent study of BM is that of Shih (2009), who conflates both SBM and MBM as a
single object of study, and shows that there is Hokkien substratal influence in BM. She observes
specific aspects of the language’s phonology, morphology, lexicon, and syntax, based on
interviews conducted with seven speakers of BM, both in Malacca and Singapore, as well as
based on the Kitab Perjanjian Bharu, literally ‘scripture testament new’, originally written by
Shellabear and other members of the British and Foreign Bible Society in 1913.
With regard to phonology, Shih (2009) states that BM is more similar to Malay on the surface,
but it shows Hokkien influence, through the lack of several fricatives in its consonant system (for
example [f], [x] and [z]), and that BM words are at most trisyllabic, similar to Sinitic languages.
These points are disputable since [f] is a much more recent development in Malay, the usage of
which may have expanded alongside the borrowing of Arabic loanwords into Malay103; and [x]
and [z] were also introduced into Malay via Arabic loanwords. In addition, there are
quadrisyllabic words in BM, as with affixed forms such as ter-balék-kan ‘MVT-turn over-TR’
and reduplicated forms such as kupukupu ‘butterfly’. There are inaccuracies in the section on
morphology. Shih (2009) states that there is a lack of affixation, in line with Hokkien, but this is
untrue. As noted in this grammar, affixes such as transitive marker –kan, and accidental and
movement marker ter- are productive, and commonly found in BM data. With regard to
conversion processes, Shih (2009) notes that Malay roots can be used for different categories in
BM, and that this is also true of Hokkien roots, but not Malay and Indonesian ones. This is more
accurate, since jalan would mean both ‘walk’ and ‘road’ in BM, whereas berjalan would mean
102
Some of these observations differ from those of this grammar, for example, while they state that demonstrative
precedes noun in BM (following Hokkien rather than Malay), SBM data shows that both demonstrative noun and
noun demonstrative orders are acceptable, and MBM data shows a preference for the noun demonstrative order.
103
While f occurs now in modern Malay words such as fikir ‘think’, the only words that utilise f in older High Malay
were loanwords from Arabic. This is attested to by Crawfurd’s (1852) dictionary.
357
‘walk’, but not ‘road’ in Malay and Indonesian. Significantly more Hokkien influence is found in
the lexicon. Similar to Pakir (1986), Shih (2009) notes that kinship terms (see Appendix A:
Kinship terms) and cultural terms104 have been derived from Hokkien.
In terms of syntax, Shih (2009) focuses on the usages of kasi ‘give’ derived from Hokkien hoo.
Shih (2006) states that kasi can be used as a ditransitive verb meaning ‘give’, as a goal marker in
a ditransitive construction, as a causative verb, in special pivotal constructions, as a verb in
imperative verb-complement constructions, and as an agent marker in passive constructions. The
special pivotal construction mentioned by Shih (2006) is the same as the benefactive
construction recognized by the grammar, and the usage of kasi in imperative verb-complement
construction is basically an agentless imperative causative construction. Ditransitive,
benefactive, and causative constructions are described in section 5.2.4. The notion that the
benefactive and causative constructions have been derived from Hokkien are also described by
Lim (1988) and in section 7.4.1. The kasi passive construction is described in section 5.2.3. Shih
(2006) provides the following comparison in examples (856) and (857). Essentially, other
structural extensions of kasi beyond the ditransitive verb meaning ‘give’, such as the causative,
the benefactive, and the passive, are relexified versions of Hokkien constructions.
(856) BM
Gua kasi dia
tipu
1.SG PASS 3.SG cheat
‘I was cheated by him.’
(Shih 2009)
(857) Hokkien
Guà hō
i
phiǎn
1.SG PASS 3.SG cheat
‘I was cheated by him.’
(Shih 2009)
Hence, based mostly on structural evidence that there is substratal influence from Hokkien, Shih
concludes that BM is a creole, instead of a dialect of Malay (in the sense of a related language).
104
See Pakir (1986) for an in-depth list.
358
In addition, Shih (2009) goes further in saying that BM is a creole that developed from the lingua
franca, Bazaar Malay, since it was colloquial Malay that immigrants that arrived in the region
were exposed to, before any intermarriage with the Malays. This last conjecture is reminiscent of
Lim (1988)’s notion that BM may have arisen quickly from an unstable and variable pre-pidgin
continuum. This raises a disputed issue of whether the founder effect would be stronger or if
swamping by later migrants would have taken place (Gordon et al. 2004: 247). With founder
effect, the structural characteristics of the language would have been mostly determined by the
founder population (Mufwene 1996), whereas with swamping by later migrants, the effect of
later migrants is so significant that traits from earlier varieties are swamped out (Lass 1997: 206).
In BM’s scenario, early speakers who were exposed to Bazaar Malay might have been
overwhelmed by later numbers of those marrying Malay speakers. The view taken by this
grammar is that this is not entirely implausible, since it is congruent with the narrative that BM
was formed by the intermarriage of Hokkien-speaking traders (who must have had some
knowledge of Bazaar Malay for the purpose of trade, prior to settling in the Malay Peninsula)
and Malay-speaking women.
7.4.4 Creole theories and BM
Thus far, arguments regarding whether or not BM is a creole have focused mostly on structural
traits that show Hokkien substratal influence, except for Ansaldo et al. (2007), who have used
BM to challenge sociohistorical notions of what a creole is. This appears to put BM in the
periphery of “creole-hood”. In effect, BM appears to be a less than prototypical creole by other
standards. For example, Thomason’s notion of prototypical pidgins and creoles include
languages that develop in situations that comprise more than two speaker groups, when neither
group has “the need, the desire, and/or the opportunity to learn any of the other groups’
languages” (1997b:78). The dominant language in trading was colloquial Malay, and not the
Malay spoken as anyone’s first language (Lim 1981, 1988). As mentioned in section 7.2.1, while
early speaker groups most likely had the opportunity to learn either groups’ language, it is highly
likely that they had neither need nor desire to in the intermarriage scenario. However, this comes
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with a caveat that it is impossible to establish with certainty if the Malay-speaking women did
not learn Hokkien, or if the Hokkien-speaking men did not learn Malay.
In addition, it is disputable if BM involves the contact of only two languages, or more than two
languages (see section 7.2.1). Earlier adstrates include Dutch and Portuguese, while later ones
include English and Cantonese, among other languages. Yet, it is clear from BM, that these other
languages left very little imprint on it, no more than casual borrowing in other language
situations. Again, the number of languages involved is usually a peripheral concern rather than a
central one, and as a case in point, Ansaldo and Matthews (1999) highlight Pitcairnese as a dualinput creole comprising English and Tahitian.
Next, it is interesting to consider if BM did indeed arise from Bazaar Malay. Thomason states
that the difference between prototypical creoles and prototypical pidgins is the “social feature of
primary vs. restricted communicative functions” (1997b: 79). In an ideal theoretical world,
Bazaar Malay would be the pidgin that BM originates from—Bazaar Malay is a pidgin that was
used in the limited domains of trade and inter-ethnic communication, whereas BM is used as the
main home language of the Peranakans. If this was the case, it would make sense to compare the
structures of BM and Bazaar Malay as if one evolved from the other, since a prototypical creole
would usually be more extensive in structure and lexicon than a prototypical pidgin (Thomason
1997b). However, there is no substantial evidence to suggest that BM did evolve from Bazaar
Malay, or even a pre-pidgin continuum. On a separate but related note, one might ask which
variety of Malay influenced BM most. It is necessary to consider the fact that in an intermarriage
scenario between Chinese traders and local women, there would have been no impediment to
non-colloquial High Malay, especially if many of these women spoke Malay natively. It is easy
to find evidence of High Malay structural influence in BM. For example, as mentioned in section
7, BM uses noun classifiers and yang relative clauses. These occur in High Malay but not in
colloquial Malay (Aye 2005). The structural evidence shows that it is necessary to compare BM
with High Malay, and that it is not possible to adopt a strong stance regarding whether or not BM
evolved from Bazaar Malay. That these Hokkien-speaking males who intermarried with Malay-
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speaking females were heavily exposed to Bazaar Malay through trade before any intermarriage
occurred remains an interesting conjecture.
At the end of the day, definitions appear to be somewhat arbitrary. For example, creolehood
depends on whether or not one accepts a dual-input contact language to be a creole (see Ansaldo
and Matthews 1999, Thomason 1997b), and whether or not a creole is a nativized version of a
pidgin (Holm 2000), or a contact language that has more communicative functions than a pidgin
(Chaudenson 1986, Mühlhäusler 1992, Thomason 1997b). Considering that creolists who
subscribe to different views of creole formation have different ideas about what constitutes a
creole, it is immensely more interesting to question how the structural and sociohistorical nature
of BM fits in with theories of creole formation. Findings show that BM is far more like a creole
when processes of creole-formation are considered, and that BM can also be used to provide
perspectives on the various creole formation theories.
7.4.4.1 The universalists
It is said that “creole studies blossomed in the 1880s” (Holm 2000:27). One of the earliest
theoretical positions taken on the origin of creoles was that of Coelho who attributed the form of
creoles to certain universal tendencies in second language learning by adults. Coelho states that
the “Romance and creole dialects, Indo-Portuguese and all the similar formations represent the
first stage or stages in the acquisition of a foreign language by a people that speaks or spoke
another” (1880–6:193), and that these languages “owe their origin to the operation of
psychological or physiological laws that are everywhere the same, and not to the influence of the
former languages of the peoples among whom these dialects were found” (1880–6:195). Some of
the evidence Coelho provides are the lack of overt functional categories, as well as the use of
preverbal progressive marker generally found in creoles. It is interesting that one of the
characteristics that Coelho points out is the use of misti to mean ‘need’ in several creoles,
because BM uses mesti to mean ‘must’ (see section 5.2.2). Not surprisingly, Holm (2000)
highlights that these were mainly Portuguese-based creoles, Portuguese being one of the
adstrates spoken in the same environment as BM. Crucially, Coelho does not provide any
361
explicit explanation of how psychological or physiological laws may constrain creole formation.
It is thus difficult to evaluate the strengths of such an approach. Even if the preverbal progressive
marker does occur in BM (see section 5.2.5.4), there is no evidence that this feature is due to
some psychological or physiological law that is constraining second language acquisition.
Another more widely-known 20th century version of a universalist-type theory is Bickerton’s
Language Bioprogram Hypothesis (LBH). Whereas Coelho views creole formation to be the
result of second language acquisition, Bickerton views creole formation as a product of first
language acquisition. More specifically, the “LBH claims that the innovative aspects of creole
grammar are inventions on the part of the first generation of children who have a pidgin as their
linguistic input, rather than features transmitted from existing languages” (Bickerton 1984:173).
Drawing from his observations of Hawai‘i Creole English, also known as Pidgin to its speakers,
Bickerton explains that creoles are created abruptly, pointing to language acquisition by children
of imported plantation laborers and slaves. The parents of these children spoke different
languages, and could only communicate with each other in a very limited fashion. Consequently,
the children did not have much linguistic material to work with, and they would have had to rely
on their innate linguistic faculty to develop this unstable language into a full-fledged language
(Bickerton 1981, 1984). As such, similar to Coelho’s notion of universality, the LBH is based on
the idea that the “inventions show a degree of similarity, across wide variations in linguistic
background, that is too great to be attributed to chance” (Bickerton 1984:173). Thus, in support
of the LBH, Bickerton (1981) presents a set of features that are presumably found in creoles, but
not in the languages that precede the creoles. These include for example, the Subject Verb Object
(SVO) word order, a category of adjectives that form a subcategory of stative verbs,
relativization that contains no surface marker of relativization, as well as verb serialization
among others.
There are several weaknesses with the basic assumptions of Bickerton’s LBH. First, in its narrow
view, a creole would necessarily have been formed on a plantation. This excludes then, any
creoles that would have been formed in other domains, such as through trade, colonization, and,
intermarriage between two different ethnic groups, as in the case of BM, which is a language that
362
was formed via the intermarriage of Chinese traders and Malay indigenous women in the Malay
between the 15th to 19th century (Pakir 1986). Next, it would be necessary to evaluate the claim
that the structures in creole are “shared by all locally born (i.e. creole) speakers and no
immigrant (i.e. pidgin) speaker” (Bickerton 1984:174). Roberts (1998) demonstrates that some of
the so-called universal features in Hawai‘i Creole English, which this particular universalist
theory is mostly founded upon, are connected with the first generation speakers’ languages. In
addition, some of these features exist in contact languages that have not become nativized, such
as Ghanaian Pidgin English (Huber 1999). Where BM is concerned, any direct link between the
creole and Bazaar Malay is purely speculative, and there is no known documentation of a pidgin
version of BM. The language was not written until the late 19th century when the Peranakans
began publishing newspapers, magazines, and translating Chinese stories (Yoong and Zainab
2002). While it is not possible to evaluate whether there are universal features in BM that can or
cannot be connected to a pre-nativized version, it is possible to evaluate if these universal
features can be found in BM, and if they are found, whether or not they can be linked to the
original languages that were spoken by the original populations, in this case, Malay and
Hokkien. Out of the universal features listed at the end of the last paragraph, two are not found in
BM, while two can easily be attributed to the languages that were spoken by the original
populations. BM does not have a special category of adjectives that form a subcategory of stative
verbs, neither does it have relativization that does not make use of a surface marker for
relativization. In fact, relativization in BM makes use of two different markers of relativization,
depending on whether relativization is pre-nominal or post-nominal (see sections 5.6.3 and
7.3.2). The following are examples of pre-nominal and post-nominal relativization in BM.
Examples (610)/(841) and (836) are replicated here as (858) and (859).
(858)
BM
Gua
nampak
[orang tarék punya] chia
1.SG
see
person pull REL car
‘I saw the car (rickshaw) that the man pulled.’
(Lee 2012)
363
(859) Ini
budak [nang ter-teriak
wolf].
this
child REL ACD-call.out
‘This boy that accidentally cried wolf.’
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-030, 00:03:34.9-00:03:37.3)
The surface markers punya and yang are used in prenominal and postnominal relativization
respectively, and as mentioned in section 7.3.2, these constructions have counterparts in Hokkien
and Malay. Examples include (840) and (835), replicated here as (860) and (861).
(860) Hokkien
Goá hō
i
[goá thān ê]
1.SG give 3.SG 1.SG earn REL
‘I gave him/her the money that I earned.’
lui.
money
(Lee 2012)
(861) Malay
Musim [yang datang].
season REL come
‘The season that is coming.’
(Marsden 1812:50)
Thus, in addition to not conforming to Bickerton’s universal, the relativization data also suggests
that the contact language’s structure may be attributed in some way to languages spoken by the
original population. This is something that Bickerton’s LBH does not acknowledge. In a similar
vein, that a contact language has the SVO word order does not necessarily mean that this is a
universal rule. In the case of BM, the SVO word order could be attributed to the fact that the
SVO word order exists in both Malay and Hokkien. Similarly, the fact that verb serialization, as
exemplified by Bickteron’s (1981:275) example of “Ug take meat give Og”, occurs in BM can
simply entail the fact that it occurs in Hokkien too.
(862) BM
Gua suap tu
baby minum susu.
1.SG feed that
drink milk
‘I feed that baby milk to drink.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-045, 00:00:17.6-00:00:20.5)
364
(863) Hokkien
Líê
chheh chioh goá
khoà chit
one
2.SG book lend 1.SG see
‘Your book, lend it to me to read once.’
ē
time
(Chiang 1940: 31)
The above examples show that it may be necessary to consider the input of other languages in
the formation of a contact language. This is an issue that the substratists and the superstratists
contend with.
7.4.4.2 The substratists
Similar to the universalist approach, the substratist approach was also first articulated in the
1880s. Adam (1883) compared Guiana Creole French to that of Trinidad and several West
African languages, and compared Mauritian Creole French to the Malagasy language of
Madagascar. Inaccurate as the second comparison is, he states that “the Guinea Negroes,
transported-to those [Caribbean] colonies, took words from French, but retained as far as
possible the phonology and grammar of their mother tongues” (Adam 1883:4).
A more modern day approach exists in the notions of relexification and substrate transfer. The
term ‘relexification’ was introduced by Stewart (1962) who noted the relationship between
Caribbean creoles and particular pidgin and creole languages spoken in Asia and Africa. Stewart
(1962: 46) defines the process of relexification as one wherein the vocabulary of a source
language of a creole is replaced (through widespread borrowing) by the vocabulary of another
language, “while the original grammatical structure is preserved practically unchanged.” In a
similar vein, Whinnom (1965: 522) suggests that:
Certain pidgins and creoles are relexifications of an advanced Portuguese pidgin, others
may be relexifications of a more primitive Portuguese pidgin which originated as a
relexification of Sabir, or possibly, directly of Sabir itself.
365
Another proponent of relexification is Muysken (1981: 61) who proposed that Media Lengua, a
mixed language, arose due to a “process of vocabulary substitution in which the only information
adopted from the target language in the lexical entry is the phonological representation.” Such an
approach has since been adopted by Lumsden (1999) and Lefebvre (1998) in explaining creole
formation. Lefebvre (1998: 16) explains that in the process of relexification, the syntactic and
semantic features of a lexeme in a substrate lose their original phonological label and are
relabelled with a “phonetic string” from the lexifier. Crucially, this takes place due to the
influence of the creator’s first language (L1) or languages. This differs markedly from
Bickerton’s LBH in which the role of creole formation is left to children, and influence from the
first language is overtly not taken into account. Relexification is often compared to substrate
transfer, which Siegel (2000) uses to account for the morphosyntactic properties of Hawai‘i
Creole English. Siegel (1999) argues that the selection of superstrate features depends on factors
such as perceptual salience, transparency and frequency. Very little else is said of the superstrate
language. Conceptually, relexification views the process more from the perspective of L1 input,
focusing on how second language (L2) items are incorporated into the learner’s system as labels
for L1 derived semantic/ functional categories, while transfer views the effects of L1 influence
from the perspective of the L2, focusing on how the input is changed under the L1 influence
(Winford 2003:345). The two are essentially similar, as they emphasize the importance of L1
influence, and differ markedly from the LBH by focusing on the notion of L2 acquisition.
Substrate transfer in the following discussion thus also refers to relexification.
BM is recognized as comprising Hokkien as a substrate language, and Malay as a lexifier
language (Lim 1981, 1988, Holm 1989, Ansaldo and Matthews 1999, Shih 2009). The substrate
language here corresponds to L1 in the above discussion, while the superstrate language
corresponds to L2. It is not immediately clear why Hokkien would constitute L1, and Malay L2,
in this instance. Usually, it is the language that is external to the local community that would
have L2 status, as with English in Hawai‘i Creole English, or even French in Haitian Creole. In
the case of BM, it was the Hokkien speakers who journeyed south to the Malay Peninsula, and
yet, Hokkien corresponds to the substrate language, and hence L1, rather than L2 or the
superstrate language. It would be necessary to postulate reasons as to why Malay was the target
366
language and not Hokkien. This may be due to the fact that the Chinese traders had to learn a
variety of Malay for the purpose of trade, since it was a dominant lingua franca in the region
between the 14th to 19th century (Sneddon 2003) It is more likely that the Hokkien-speaking
traders had to learn the local language, rather than the local women having to learn the Hokkien.
Unfortunately, the substratists have not articulated clearly how the sociohistorical background of
a creole contributes towards its structure. This remains one of the main criticisms of these
substratal approaches (Winford 2003:337), and it is an aspect that is better addressed by
superstratists (see section 7.4.4.3).
Next, it is necessary to evaluate if substrate transfer can account for the data in BM.
Fundamentally, researchers who have identified BM as a creole, have done so based on
substratal transfer, even if the exact term is not used. For example, as demonstrated above in
section 7.4.1, Lim (1988) attributes the prenominal relativizer punya construction, the
causative/benefactive kasi constructions, and the topic-comment structure to the influence of
Hokkien prenominal relativizer ê, causative/benefactive hō, and the topic-comment structure in
the language, while Ansaldo and Matthews (1999) state that future marker mo is derived from
Hokkien bèq. There are a number more structures that can immediately be attributed to substrate
transfer. Within the aspectual system itself, tentative aspect verbal reduplication and perfective
aspect ada have also been derived through substrate transfer.
As discussed in sections 5.2.5.7 and 7.3.2, tentative aspect in BM is indicated by verbal
reduplication. Examples (503) and (504) are replicated below as (864) and (865).
(864) Jalan jalan
walk walk
‘Take a walk.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:02:13.1-00:02:14.6)
(865) Téngok téngok
look look
‘Take a look.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:02:14.6-00:02:16.2)
367
While tentative aspect through verbal reduplication does not appear to occur in Malay, it is fairly
common in Hokkien and other Sinitic languages (See Tsao 2004). Compare examples (864) and
(865) with (866). These instances of verbal reduplication express the tentative aspect where the
situation is “of short duration, and of little importance” (Smith 1991: 356).
(866) Hokkien
Goá beh
khì
kiân
1.SG FUT go
walk
‘I want to go take a walk.’
kiân
walk
(Chiang 1940: 13)
Note that in addition to verbal reduplication signalling tentative aspect, other word classes can be
reduplicated for metaphorical tentativeness in BM. Example (867) shows how adjectival
reduplication is used to express a metaphorical tentativeness.
(867) Tawair
tawair
Tasteless
tasteless
‘Kind of tasteless.’
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-142, 00:11:12.7-00:11:15.0)
Adjectival reduplication that expresses metaphorical tentativeness is essentially also found in
Hokkien. Note that this is different from reduplication that forms adverbs (see section 4.4.1).
Tsao provides the following example.
(868) Hokkien
In
lāupě sán
sán
3.SG father thin thin
‘His father is kind of thin.’
a
PRT
(Tsao 2004: 295)
Hence in BM, tentativeness in aspect, and in adjectival reduplication result from substrate
transfer from Hokkien. Similarly, substrate transfer accounts for the use of ada as a perfective
aspect marker in BM. Ada is not used as a perfective marker in Malay (Marsden 1812). In their
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most basic form, Malay ada and Hokkien ū105 are possessive verbs. Unsurprisingly BM ada is
also a possessive verb.
(869) BM possessive ada
Kambing
dia
ada
Goat
3.SG has
‘His goat has a bell.’
lochéng.
bell
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-022, 00:01:44.8-00:01:47.3)
(870) Hokkien
Goá ū
tāmpoh sū
1.SG has
little matter
‘I have a little matter.’
(Chiang 1940: 27)
(871) Malay
Raja itu
ada
s’
orang anak
king that has
one
person child
‘That king had one daughter.’
nia
3.SG
perempuan
female
(Marsden1812: 58)
Other shared features between BM ada, Hokkien ū and Malay ada are the existential/location
function, the copula function, and the progressive aspect function (Lee 2009). The following are
examples of these share functions across the contact language, its substrate language, and its
lexifier language. Examples (872) to (874) compare existential/location usage of ada and ū. The
use of ada as an existential marker in BM is also mentioned in section 5.1.4.
(872) BM existential/location ada
Di
tepi
library ada
satu keday jual
PREP next
EXIST one
shop sell
‘Next to the library, there is a shop selling cake.’
kuay
cake
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-107, 00:09:13.1-00:09:16.6)
105
Following Douglas (1873) and Chiang (1940)’s orthographic transcriptions
369
(873) Hokkien
ēmn̂g ǔ
chaikuán
Amoy EXIST restaurant
‘There are restaurants in Amoy.’
(Bodman 1955: 18)
(874) Malay
Ada s’
orang raja
EXIST one
person king
‘There was a king.’
(Marsden1812: 58)
Examples (875) to (877) demonstrate copula use of ada and ū, example (427) is replicated here
as (875). See section 5.2.1 for more information on copula constructions using ada.
(875) BM copula ada
Rumah gua
ada
chanték
house 1.SG COP beautiful
‘My house is beautiful or not?’
tak
NEG
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-035, 00:02:41.9-00:02:43.7)
(876) chit
keng
lūtìam ǔ
this
CLF.BUILDING hotel COP
‘Is this hotel good or not?’
hó
bô
good Neg
(Bodman 1955: 61)
(877) rumah ini
ada
baik
house this
COP good
‘This house is good.’
(Lee 2009)
Examples (878) to (880) show how ada and ū are used to express the progressive aspect,
example (496) being replicated here as (878). The use of ada as a progressive marker is
mentioned in section 5.2.5.4.
(878) BM progressive ada
Lu
ada
bikin apa?
2.SG PROG make what
‘You are making what?
(Peter Wee, oai:scholarspace.manoa.hawaii.edu: NL1-042, 00:12:50.2-00:12:51.8)
370
(879) Hokkien
Lì
ǔ
sîu
bèq
khǐ
bou?
2.SG PROG think want go
NEG
‘You are thinking of going, or not?’
(Bodman 1958: 2)
(880) Malay
Orang ada
makan
people PROG eat
‘The people are eating.’
(Marsden 1812: 58)
While all the possessive verb function, the existential/location function, the copula
function, and the progressive aspect function are shared by BM ada and its lexifier and
substrate equivalents, the perfective function is only shared by BM ada and its substrate
equivalent ū. Example (487) appears here as (881), (853) as (882), and (880) as (883). The
perfective use of ada is noted in section 5.2.5.2.
(881) BM perfective ada
Dia
ada
beli
apple, bukan?
3.SG PFV bought
no
‘She bought an apple, no?’
(Victor, oai:scholarspace.manoa.hawaii.edu: NL1-051, 00:40:03.5-00:40:06.9)
(882) Hokkien
Guà ǔ
khì
hê-chiā-cām
1.SG PFV go
train-station
‘I went to the train station.’
(Bodman 1955:18)
(883) Malay
Orang ada
makan
people PROG eat
* ‘The people ate.’
‘The people are eating.’
(Marsden 1812: 58)
371
In Malay, sudah ‘already’ is used to mark the perfective. This is also used in BM (see
section 5.2.5.2). Hokkien í-keng which also mean ‘already’ is congruous in function.
Returning to the subject matter of substrate transfer, perfective use has been transferred
from Hokkien ū to BM ada, since it is not a feature of Malay ada (Lee 2009).
A final example of the influence of the Hokkien substrate is the form mana ada ‘where
EXIST’; its usage is discussed in section 4.4.2. Example (718) is replicated here as (884).
Compare this example with example (885)
(884) BM mana ada
Mana ada
panday?
where EXIST clever
‘How is he clever (implying he is not)?
(Jane Quek, oai:scholarspace.manoa.hawaii.edu: NL1-093, 00:21:32.7-00:21:34.2)
(885) Hokkien
Tó-loh ǔ
lâ-sâm?
where EXIST dirty
‘Where is it dirty (implying it is not dirty)?’
Given translation: I don’t think it’s dirty
(Teo 1996: 75)
The form mana ada appears to be a calque of Hokkien form tó-loh ǔ, both literally
indicating ‘where EXIST’, and connoting that the speaker thinks the listener’s earlier
assertion is not correct. Evidence such as this appear to support the substratist position.
However, matters are often more complicated. Not all substratal semantic-syntactic
structures are transferred to BM. Recall for example, from section 7.3.2 that not all patterns
of relativization are transferred over from prenominal relativizer, Hokkien ê to BM punya.
Specifically, while Hokkien punya is able to relativize possessor, BM punya is not able to
do so. Interestingly, BM yang shows all relativization patterns associated with postnominal
relativizer, Malay yang (see section 5.6.3 and 7.3.2). Table 48 is reproduced here as table
53.
372
Subject
Direct Object
Indirect Object Possessor
BM punya
(prenominal)
+
+
+
-
Hokkien ê
(prenominal)
+
+
+
+
BM yang
(postnominal)
+
+
+
+
Hokkien yang
(postnominal)
+
+
+
+
Table 53: Relativization patterns in BM, Hokkien, and Malay
The following examples contrasts BM punya with Hokkien ê in terms of possessor
relativization. Example (616) appears here as (887).
(886) Hokkien ê possessor relativization
hit
ê
[pêngiú
phah goá
that REL friend
hit
1.SG
‘That person whose friends hit me.’
ê
REL
lâng]
person
(Lee 2012)
(887) BM punya possessor relativization
*itu (orang) punya kawan-kawan pukol gua
that (person) possess friend-friend hit
1.SG
‘that person whose friends hit me.’
punya orang
REL person
(Lee 2012)
Lee (2012) constructed sentences such as example (887) based on what is expected of BM. It
conforms to the language as it is necessary for the possessor to occur before punya ‘to possess’
in order to express that it was the ‘person’s friends’ who hit ‘me’. However, this would not be
373
compatible with relativization using punya, since punya has to precede the head it modifies in
its most basic form in Malay. This is demonstrated by example (888).
(888)
Malay
Ali
punya
possess
‘Ali’s cake.’
kuéh
cake
(Lee 2012)
Example (887) is further incompatible with the gap-type strategy that is used in relative clause
constructions containing Hokkien e or BM punya, the gap-type strategy being one that does not
provide any overt indication of the role of the head within the relative clause (Comrie 1989). In
(887), orang ‘person’ in parenthesis would overtly indicate what the role of the head is within
the relative clause. Due to these misalignments, BM speakers judge this sentence to be illformed, stating that it is not possible to produce a sentence with such a meaning in the language.
Hence, properties of both the lexifier language and the substrate language prevent the transfer of
the feature that would otherwise allow for the relativization of possessors. Where major
approaches to creole formation are concerned, substrate influence on its own cannot fully
account for resultant structures.
Outside of syntactic structure, the same is also true. Substrate transfer on its own cannot explain
all phenomena in BM. For example, it fails to account for why most words or ‘phonetic strings’
for kinship in BM are derived from Hokkien. The paternal uncle who is older than one’s father
is called pék, the one who is younger than one’s father is called chek, while the maternal uncle
is called ku (see Appendix C: Kinship terms). These differs drastically from Malay, wherein
these various relations can be subsumed under the word pakcik for addressing one’s uncle.
Without discussing the sociohistorical background of these speakers—that these Peranakans
held on to Chinese culture and tradition (for example, in ancestral worship, marriage rites, and
in sending their sons for education in China before British colonialism made English-medium
education popular), it would be difficult to understand why the Peranakans observe Chinese
kinship terms.
374
An account of transfer that is solely focused on substrate transfer is limited. Lumsden
acknowledges that “the RH [Relexification Hypothesis] is NOT a claim that relexification is the
one and only process in creole genesis, nor is it argued that relexification can account for all the
properties of creole languages” (1999:230, fn.7). That being said, the substratists have not
provided processes that can fully account for all the properties of creole languages. Hence, in
order to more fully understand data from creole, or even BM, it is necessary to refer to yet
another opposing point of view.
7.4.4.3 The superstratists
The insufficiency of substrate influence to explain for creole features has been discussed by
scholars since the 1930s. Gӧbl-Gáldi (1934) for instance, highlights that aside from substrate
influence, there is also evidence of retentions from archaic and regional French, in addition to
creole-internal developments. Going a step further, Faine claims negligible African influence on
Haitian Creole French, and that “at least three quarters [of the creole] is from the Norman dialect
of the sixteenth and seventeenth centuries, which has been preserved in a very pure state”
(1936:1). Based on his work with Réunionnais, one of the more famous superstratists,
Chaudenson (1974) argues that creoles evolved from a variety of colloquial French (français
avancé), which was ahead of the standard language in its natural evolutionary tendencies such as
the loss of inflections. His view that a creole is a variety of its lexifier is also found in a more
modern day approach, that of Mufwene (1996, 1997 2001, 2003, 2007, 2008) and DeGraff’s
(2001, 2003).
One of the biggest differences between the works of these superstratists and the other approaches
that have been discussed thus far, is that they do not view creoles as being ‘exceptional’ (De
Graff 2001, 2003). DeGraff highlights terms that have been used to discuss creoles—
“DEGENERATE DESCENDENTS of their European ancestors”, “ABNORMAL
TRANSMISSION or a BREAK IN TRANSMISSION”, “LIVING LINGUISTIC FOSSILS” and
“SPECIAL HYBRIDS with exceptional genealogy” (2003: 393, emphasis in original). He goes
as far to say that any approach that treats creoles as being exceptional is discriminatory. DeGraff
375
(2003) contends with Lefebvre’s substratist approach (1998), stating that such a view implies
that the creole creators were not able to abstract structure from the target European language,
which is inaccurate as the lexicon and morphology of Haitian Creole demonstrates that these
creators were able to segment and parse target speech down to the phonetic forms of many
affixes. Likewise, Mufwene (1996, 2001, 2008) maintains that the word ‘creole’ is not a valid
term for classifying languages, and that creoles are simply approximations of earlier regional
dialects spoken by the founders of the colonies.
Similar to Bickerton’s LBH, Mufwene’s founder effect principle (1996, 2001, 2008) appears to
be largely applied to plantation creoles, although Mufwene does not seem to be averse to
applying it to creoles of different sociohistorical backgrounds (2003). It asserts that the structural
features of creoles have been predetermined to a large extent (but not exclusively) by
characteristics of the vernaculars spoken by the populations that founded the colonies in which
they developed (Mufwene 1996, 2001, 2008). These vernaculars would often be regional
vernaculars. Mufwene states that “European colonies often started with large proportions of
indentured servants and other low-class employees of colonial companies, thus speakers of
nonstandard varieties of creoles’ lexifiers” (1996:84). This is reminiscent of Gӧbl-Gáldi (1934)
and Chaudenson’s (1974) that the French creoles emerged from regional varieties of French. In
addition, basilectalization takes place. Slaves, having come into contact with the speech of the
Europeans began making approximations of it. As “restructured varieties” containing
approximations “became the models for some of the newcomers”, creoles diverged more and
more from the lexifiers (Mufwene 2001: 51). Mufwene (1996, 2001, 2008) also uses notions
from population genetics to explain for the selection of creole features. Features can be selected
by mutation (this does not receive very much attention), be favoured by new ecological
conditions in the colony, or the colony may have received significant proportions of carriers of
the features/genes, a situation which maximized the chances for their successful
reproduction. The features may then be adapted to suit the ecology, so that features that are
compatible with the features of the other languages in the ecology are more likely to be
maintained than features that are not. (Mufwene 1996, 2001, 2008). In addition to ethnographic
factors such as the demographic proportion of the newcomers relative to the local populations,
376
their attitudes towards each other, and their relative social statuses, Mufwene also mentions
regularity, transparency and perceptual salience as important factors that help decide which
feature is to be selected if there is competition (1996, 2001, 2008). This is interestingly
reminiscent of Siegel (1999) who argues that the selection of superstrate features depends on
factors such as perceptual salience, transparency and frequency.
With regard to evaluating the superstratist approach, especially Mufwene’s founder effect, some
considerations that have to be made are whether an approach that treats creoles as
‘unexceptional’ is necessary or worthwhile, and how much such an ecological account (one that
takes into consideration the environment in which the lexifier comes into contact with other
languages whose features then compete with its own) (see Mufwene 1996) contributes towards
the understanding of a non-prototypical creole such as BM. While there is no contesting the
undesirability of discrimination, it is important to note that modern day creole formation theories
are not set out to discriminate against any particular group of people. There is hence no particular
impetus to align one’s work with this approach if the only reason is to be anti-discriminatory. In
terms dealing with sociohistorical background, this particular substratist approach differs from
Bickerton’s LBH which focuses narrowly on the plantation scenario (and even then, ignores how
sociohistorical factors may affect creole structure), as well as from the substratists who do not
emphasize sociohistorical factors in determining creole structure.
An approach that focuses on the sociohistorical background of BM is interesting. As seen in the
above section on the substratist approach, there is no way of accounting for why Malay is the
lexifier language, while Hokkien is the substrate language of BM. There are debates over
whether mothers as primary caregivers might provide more lexicon, or more grammar to their
children. For example, Bakker (1997: 207) who focuses on mixed languages, suggests that as the
primary caregiver, mothers would provide primary input for their children’s language
acquisition, and this would correspond to grammatical input (presumably grammar is harder to
acquire than lexicon). In BM, this is not the case, for the mother’s language clearly provides
more lexicon than grammatical elements. While it is remains unclear if there is substantial
support for such a stance, Bakker (1997: 207) also suggests that the mother’s language is usually
377
the better-known language of the region. This is not entirely incongruent with the founder effect
principle. So, under the founder effect principle, why should the Malay speaking population then
be treated as the founder population, rather than the Hokkien- speaking traders? This may be
plausible if one acknowledges that the Malays had arrived prior to these Chinese traders and
were part of the flourishing Srivijaya empire attested to exist between late 7th century and early
12th century (Bronson and Wisseman 1976) whereas the earliest Chinese settlers arrived in the
15th century (Wade 1994, Wang 1964, Widodo 2002/2003). Bearing this in mind, it will be
necessary to consider how the language ecology may have affected the selection of features.
When the Chinese traders arrived after the beginning of the 15th century, the Malay language
was already a dominant lingua franca in the region, having been established as one during the
Srivijaya period. In the same vein, Portuguese and Dutch, which were the other languages
spoken by the colonizers of Malacca, did not affect BM as much as Malay did, since these
languages (especially Portuguese, which was also a dominant lingua franca in the region) cannot
be treated as the founder population (see section 1.3.2). Thus, as with the discussion in section
7.4.4.2, even in intermarriage, it is more likely that the Hokkien traders had to learn the local
language, Malay, rather than the local women having to learn the Hokkien. This language
ecology appears to be largely maintained. Currently, with Singapore situated among Malayspeaking neighbours (Indonesia, Malaysia, and Brunei), and Malacca being part of Malaysia, it
may be no surprise as to why on the surface, BM appears to be most congruent with Malay.
However, for this to be a plausible account of BM, it must be shown that basilectalization has
taken place, so that the creole became more and more divergent from the initial lexifier language.
It is not entirely clear what the most influential variety of Malay was at the initial stages of creole
formation (whether it was High Malay or Low Malay), and there are no manuscripts of early
BM. However, it is possible to examine early British accounts of the Malay language that they
are said to have encountered in trade, and to assess how BM may differ from this recorded
variety of Malay. For example, Marsden (1812) records the form ‘Noun Determiner’, whereas in
BM as spoken in Singapore, both ‘Noun Determiner’ and ‘Determiner Noun’ patterns are
permissible (see section 5.1.2.1). This differs from the current BM as spoken in Malacca, where
‘Determiner Noun’ does not usually occur (see section 6.3.1.1). Noting that ‘Determiner Noun’
378
occurs in Hokkien, it may be possible to compare the ecologies of Singapore and Malacca. The
population in Singapore is 74 % Chinese, a majority of whom are Hokkien (Singapore 2011).
This can be compared to Malacca where 32 % are Chinese (Malaysia 2011). It is unclear as to
how many Hokkien speakers there are in Malacca, but based on the aggregate proportions, it is
conceivable as to why basilectalization can be seen in the ‘Determiner Noun’ structure of SBM,
as compared to MBM, in which ‘Noun Determiner’ appears to be the norm.
The founder effect and the notion of a linguistic ecology are useful, but questions regarding
linguistic features remain unanswered. For example, why do relativization patterns in SBM and
MBM follow that of both Hokkien and Malay, when the ‘Determiner Noun’ structure is not
popularly found in MBM?
7.5
Conclusion
Given the sociohistorical circumstances that led to the development of the Peranakan ethnicity
and culture, BM is far from being a “genetic dialect” of Malay. While its sociohistorical
circumstances are reminiscent of mixed languages that have been formed via intermarriage, the
structural data shows that unlike mixed languages, BM's two component languages are not
individually compartmentalized in separate subsystems (although it must be said that there is
more Hokkien grammar and more Malay lexicon). Even though it is disputable whether or not
BM should be considered as having been formed from more than two languages, and whether or
not the language should be associated to and compared with the pidgin, Bazaar Malay, BM
appears to fit within the fuzzy boundaries of creolehood. By structural accounts, BM
demonstrates heavy substrate influence from Hokkien, and by sociohistorical ones, BM
demonstrates an important principle, the founder effect.
Definitions of what a mixed language is, and what a creole is, are inherently fraught with some
level of arbitrariness and difference of points of views. More interesting questions can be asked
regarding how BM fits in with theories of creole formation, and how BM can also be used to
provide perspectives on the various creole formation theories. The universalist approach, the
substratist approach, and the superstratist approach differ in many ways. Clearly, the universalist
379
approach focuses on universal principles guided by perceived inherent characteristics of a
human’s genetic makeup, while the substratists and the superstratists emphasize the importance
of the substrate language, and the lexifier language respectively. In addition, while the locus of
the LBH is children, the substratists and the superstratists view processes natural to second
language acquisition as being crucial in explaining creole structure. Finally, Mufwene’s founder
effect is laudable for emphasizing the influence of the sociohistorical background of the creole
and its linguistic ecology on the form of the creole itself, as opposed to Bickerton’s LBH and the
substratists’ notions of relexification and substrate transfer.
While this dissertation aims to be a comprehensive grammar, with an extra focus on
sociophonetics, it has provided additional information regarding some differences between SBM
and MBM, as well as how BM would fit into the greater environs of language contact. However,
some questions remain unresolved. Given that the focal language of this grammar is an
endangered contact language, the prime question should be, whether or not the endangerment of
a contact language is different from the endangerment of a normally transmitted language. The
endangerment of a contact language is generally not viewed as something that is different from
the endangerment of a normally transmitted language. Wurm (2001:8) states that “some contact
languages have become endangered, and some of them extinct. This is a fate that affects many
other languages of the world too, not just contact languages.” Mufwene (2003b) is of a similar
opinion. He goes a step further, stating that there are “highly stigmatized language varieties such
as Appalachian English, African-American English, and several creoles around the world” and
they “do not seem to be particularly endangered by the more prestigious varieties with which
they have coexisted and in which their speakers acquire literacy” (Mufwene 2003:330). He
postulates that “despite linguists’ common claim that creoles are separate languages related to
their lexifiers, speakers of all these stigmatized vernaculars think that they speak the same
language in which they are provided literacy” (Mufwene 2003:330-331). Providing a separate
perspective, Matras (2005) holds that language contact does not necessarily lead to language
death, and that extreme contact can be prolonged and even be a trigger for language birth.
380
It is not the case that a creole is always an extension of a less stigmatized vernacular (see
Ansaldo et al. 2007), and hence, less likely to be endangered by the more prestigious variety with
which it coexists. In the case of BM, Peranakans perceived their language to be of “the refined
and wealthy class of Malay-speaking Chinese” and disdained pure Malay, “calling it Malayu
hutan—the language of the jungle” (Shellabear 1913:156, italics in original). Beyond that, it is
necessary to consider decreolization as a means through which a creole can be endangered. This
can be differentiated from language shift (Fishman 1964), which can affect normally transmitted
languages. Decreolization (by definition of Whinnom 1971) occurs when then creole begins to
resemble one of the standard languages from which it originally derived or the one language
from which it originated in some views, in a post-creole continuum with erosion of the more
basilect varieties and convergence towards the acrolect varieties and towards the standard
language, until the varieties exhibiting the most creole-like features just disappear. In Malacca,
the trend is clear. The dominant language is Malay, and decreolization towards the lexifier may
occur. In Singapore, the trend is less clear. The dominant language is Colloquial Singapore
English (Singlish), which has the same substrate language as BM (Lee et al. 2009). Speakers are
also heavily exposed to Standard English and Mandarin. Standard English is the official
language of administration in Singapore, while most Peranakans, being recognised as Chinese,
would have to learn Mandarin in school as a ‘mother tongue’. Other officially recognised
languages are Malay and Tamil. For BM in Singapore then, the situation of language
endangerment is more complicated than a shift towards a single dominant language. Would BM
(or any other contact language) be inclined to decreolize towards its lexifier language or
substrate language, or shift towards another dominant language that is spoken in its
environment? This grammar is a step towards the resolution of the issue of contact language
endangerment, still in its nascency.
381
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Appendix A: Word lists
Swadesh 100 word list
The following list is based on Swadesh (1955)’s 100 word list.
No.
Word
Gloss
No.
Word
Gloss
1.
saya
I (refined)
2.
lu
you
gua
I (coarse)
3.
kita
we
4.
ini
this
5.
itu
that
6.
siapa?
who
7.
apa?
what?
8.
bukan
no, negates
noun
tak
negates verb
9.
sumua
all
10.
manyak
many
11.
satu
one
12
dua
two
13.
besar
big (coarse)
14.
panjang
long
big (refined)
15.
kechik
small
16.
perompuan
woman
17.
jantan
man, male
18.
orang
person
19.
ikan
fish
20.
burong
bird
21.
anjing
dog
22.
kutu
louse
23.
pokok
tree
24.
bijik
seed
25.
daoun
leaf
26.
akar
root (coarse)
akair
root (refined)
27.
kulit kayu
‘skin wood’
bark
28.
kulit
skin
29.
isi
flesh
30.
darah
blood
31.
tulang
bone
32.
minyak
grease, oil
33.
teloh
egg
34.
tandok
horn
396
35.
buntot
tail, backside
36.
bulu
37.
rambot
hair, coarse
hair
38.
kepala
feather, fine
hair
head
39.
kuping
ear
40.
mata
eye
41.
hidong, idong
nose
42.
mulot
mouth
43.
gigi
tooth
44.
lidah
tongue
45.
kuku
fingernail
46.
kaki
foot, leg
47.
lutot
knee
48.
tangan
hand
49.
perot
belly, stomach
50.
léihéi
neck
51.
téték
breast
52.
hati, ati
heart
jantong
heart (when
referring to
emotions)
53.
hati, ati
liver
54.
minum
drink
55.
makan
eat
56.
gigit
bite
57.
nampak, téngok
see
58.
dengar
hear (coarse)
dengair
hear (refined)
59.
tau
know
60.
tidor
sleep
61.
mati
die
62.
bunoh
kill
63.
berenang
swim
64.
terbang, trebang
fly
65.
jalan
walk
66.
datang
come
mari
come let us do
something
67.
baring
lie down
68.
dudok
sit, stay
69.
diri
stand
70.
kasi
give, let, cause,
PASS
71.
chakap
speak
72.
mata ari, mata hari
‘eye sun’
sun
kata
say
397
73.
bulan
moon, month
74.
bintang
star
75.
ayé
water
76.
hujan, ujan
rain
77.
batu
stone, rock,
cave
78.
paser
sand
79.
tanah
soil, ground,
earth
80.
awan
cloud
81.
asap
smoke
82.
api
fire
83.
abu
ash
84.
bakar
burn (coarse)
bakair
burn (refined)
bukit
hill
gunong
mountain
jalan
path
tengah jalan
middle path
road
87.
mérah
red
88.
hijo, ijo
green
89.
kuning
yellow
90.
putéh
white
91.
hitam, itam
black
92.
malam
night
93.
panas
hot (coarse)
94.
sejok
cold
panair
hot (refined)
penoh
full
96.
baru
new
kerniang
full (from food)
baik
good
98.
bulat
round
bagus
good
(EXCLAM)
kering
dry, hay
100.
nama
name
85.
95.
97
99.
86.
Table 54: Swadesh 100 word list in Baba Malay
398
Kinship terms
Some of these kinship terms can be used together with numerals derived from Hokkien. Please
refer to section 4.5.3 for a list of relevant numerals. Also, the term ‘cousin’ is used here to refer
to the child of a parent’s sibling.
No.
Kinship term
Gloss
No.
Kinship term
Gloss
1.
mak
mother
2.
bapak
father
nya-nya
3.
mak-yi
‘mother-mother’s sister’
baba
second mother
(in the case of a
second
marriage or a
clash in
horoscopes)
4.
tio-tio
‘parent’s.eldest.sister’s
husband’
eng-chék
‘honorific-father’s
younger.brother’
second father
(in the case of
a second
marriage or a
clash in
horoscopes)
5.
nya besar/ besair
‘Nyonya-big’
eldest daughter
6.
ba-tengah
‘Baba-middle’
middle son
7.
nya bongsu
‘Nyonya-youngest’
youngest
daughter
8.
ba-chik
‘Baba-small’
youngest son
9.
bini
wife
10.
laki
husband
11.
chingkay
parent-in-law,
father-in-law
(indirect
address)
12.
chay.em
mother-in-law
(indirect
address)
13.
kua
father-in-law
(direct address)
14.
nio
mother-in-law
(direct
address)
eng-kua
‘honorific-father.in.law’
15.
tachi
elder sister,
also used for
cousins
16.
hia
elder brother,
also used for
cousins
17.
tachi besar/besair
‘elder.sister big’
eldest sister
18.
hia besar/besair
elder.brother big’
eldest brother
tua-hia
‘big-elder.brother’
399
19.
tachi numbor dua
‘elder.sister number two’
second elder
sister
20.
hia numbor dua
‘elder.brother number two’
second elder
brother
ji-hia
‘two-elder.brother’
21.
tachi numbor tiga
‘elder.sister number three’
third elder
sister
22.
hia numbor tiga
‘elder.brother number three’
third elder
brother
sa-hia
‘three-elder.brother’
23.
adék
sibling,
younger sibling
24.
adék-beradék
sibling-PL
siblings,
younger
siblings
25.
adék perompuan
‘younger.sibling female’
younger sister
26.
adék jantan
‘younger.sibling male’
younger
brother
27.
adék numbor satu
‘younger.sibling number
one’
eldest younger
sibling
28.
adék bongsu
‘sibling youngest’
youngest
sibling
29.
pangkat adék-beradék
‘rank sibling-PL’
cousins
30.
kopiau
paternal
cousins
31.
chau
elder sister’s
husband
32.
so
elder brother’s
wife
eng-so
‘honorific-elder.
brother’s.wife’
33.
yi
mother’s sister
34.
ku
mother’s
brother
eng-ku
‘honorific-mother’s.brother’
35.
tio
eng-tio
‘honorific-mother’s.
sister’s.husband’
mother’s
sister’s
husband
36.
kim
mother’s
brother’s wife
eng-kim
‘honorific-mother’s.
brother’s.wife’
37.
yi-yi
mother’s eldest
sister
38.
ku-ku
mother’s
eldest brother
39.
tio-tio
mother’s eldest
sister’s
husband
40.
kim-kim
mother’s
eldest
brother’s wife
400
41.
ji-yi
‘two-mother’s.sister’
mother’s
second sister
42.
ji-tio
‘two-mother’s.
sister’s.husband’
mother’s
second sister’s
husband
43.
ji-ku
‘two-mother’s.brother’
mother’s
second brother
44.
45.
ko
father’s sister
46.
ji-kim
‘two-mother’s.brother’s
wife’
pek
mother’s
second
brother’s wife
father’s elder
brother
eng-pek
‘honorificfather’s.elder.brother’
48.
em
father’s elder
brother’s wife
eng-tio
‘honorific-father’s.
sister’s.husband’
father’s sister’s
husband (also
mother’s
sister’s
husband)
49.
mak-ko
mother-father’s.sister
father’s eldest
sister’
50.
pek-pek
father’s eldest
brother
51.
tio-tio
father’s eldest
sister’s
husband (also
mother’s
eldest sister’s
husband)
52.
mak-em
‘motherfather’s.elder.brother’s.
wife’
father’s eldest
brother’s wife
53.
chék
father’s
younger
brother
54.
chim
father’s
younger
brother’s wife
47.
tio
eng-chék
honorificfather’s.younger.brother
eng-chim
‘honorific-father’s.younger.
brother’s.wife
55.
ji-ko
‘two-father’s.elder.sister’
father’s second
sister
56.
ji pek
‘two-father’s.elder.brother’
father’s
second elder
brother
57.
ji-chék
‘twofather’s.younger.brother’
father’s second
younger
brother’
58.
ji-chim
‘twofather’s.younger.brother’s
wife’
father’s
second
younger
brother’s wife.
59.
gong
grandparent,
also
grandfather
60.
cho
61
mamak
grandmother
62.
gong.gong
greatgrandparent,
also greatgrandmother
grandfather
401
63.
mak-cho
‘mothergreat.grandparent’
greatgrandmother
64.
cho-gong
‘great-grandfather’
greatgrandfather
grand-aunt
66.
chek-gong
‘father’s.younger.brothergrandparent’
grandfather’s
younger
brother
cho-cho
65.
po
em-po
‘honorific-grandaunt’
67.
ku-gong-cho
‘mother’s.brothergrandparentgreat.grandparent’
greatgrandmother’s
brother
68.
cho-po
‘great.grandparent-grandaunt’
greatgrandaunt
69.
gong-cho
grandparentgreat.grandparent
ancestors
70.
chuchu
grandchild
71.
chichi
greatgrandchild
72.
onéng.onéng
great-great
grandchild
Table 55: Kinship terms in Baba Malay
402
Expressions for day, month and time
The days of the week are indicated by the word for day (ari or hari), followed by a number that
represents a specific day of the week. This is with the exception of Sunday—ari minggu literally
means ‘day week’. This is similar to the Hokkien system, where a number is assigned to each
day; Tuesday corresponds to ‘two’, and Sunday corresponds to ‘week’. For example, Tuesday in
Hokkien is lépài jī ‘week two’, while Sunday is lépài jit ‘week day’. This is different from
Malay, where Tuesday is Selasa and Sunday is Ahad.
No.
Day
Gloss
No.
Day
Gloss
1.
ari satu
‘day one’
Monday
2.
ari dua
‘day two’
Tuesday
3.
ari tiga
‘day three’
Wednesday
4.
ari empat
‘day four’
Thursday
5.
ari lima
‘day five’
Friday
6.
ari enam
‘day six’
Saturday
7.
ari minggu
‘day week’
Sunday
Table 56: Days of the week in Baba Malay
Similarly, the months of the year are formed by combing the word for month (bulan) and a
number that represents a specific month. Again, this is closer to the Hokkien system, where
specific numbers represent specific months, although the word for month occurs after the
numeral in Hokkien, instead of before. For example, February is jī guek, literally ‘two month’.
These expressions may also refer to the lunar month.
403
No.
Day
Gloss
No.
Day
Gloss
1.
bulan satu
‘month one’
January
2.
bulan dua
‘month two’
February
3.
bulan tiga
‘month three’
March
4.
bulan empat
‘month four’
April
5.
bulan lima
‘month five’
May
6.
bulan enam
‘month six’
June
7.
bulan tujoh
‘month seven’
July
8.
bulan lapan
‘month eight’
August
9.
bulan semilan
‘month nine’
September
10.
bulan puloh
‘month ten’
October
11.
bulan se-belas/belair
‘month one-ten’
November
12.
bulan dua-belas/belair
‘month-two-ten’
December
13
bulan tujoh satu
first of July
14.
bulan empat lima
fifth of May
Table 57: Months in Baba Malay
Although the above expressions can be used to denote lunar month, Peranakans also use Hokkien
forms to indicate special occasions marked by the lunar calendar.
404
No.
Day
Gloss
No.
Day
Gloss
1.
chay-it
‘beginning.of.lunar.calendarone’
first day of the
lunar month;
new year’s
day
2.
chay-gau
‘beginning.of.lunar.calendarnine’
ninth day of
the lunar
month,
ti-gong séh
‘sky-deity birth’
birth of Jade
Emperor
(ninth day of
first lunar
month)
3.
chap-gor
‘ten-five
fifteenth day
of lunar
month; lovers’
day
4.
chap-gor méh
‘ten-five night’
night of the
fifteenth day
of the lunar;
5.
chit guék
‘seven month’
seventh
month;
Hungry Ghost
month
6.
puay guék chap-gor
‘eight month ten-five’
fifteenth day
of the eighth
lunar month;
Mid-autumn
festival
7.
tangchék
Winter
Solstice
8.
lun-guék
intercalary-month
intercalary
month, in the
year that an
extra month
occurs
9.
lun-chit-guék
‘intercalary-seven-month’
intercalary
seventh
month, in the
year that there
are two
seventh
months
10.
ji-gau méh
‘two-nine night’
night of the
twenty-ninth
day of the
twelfth lunar
month; night
of new year’s
eve
Table 58: Special occasions on the lunar calendar in BM
General time expressions are as follows:
405
No.
Time expression
Gloss
No.
Time expression
Gloss
1.
pagi
morning
2.
hari/ari
day
3.
tengah hari/ari
‘middle day’
midday
4.
petang
evening
5.
sinjakala
dusk
6.
malam
night
7.
siang hari/ari
‘day’
daytime
8.
siang malam
‘night day’
night time
9.
se-malam
‘one-night’
yesterday
10.
ini hari/ ini ari/ ni ari
‘this day’
today
11.
besok
tomorrow
12.
rusak
day after
tomorrow
Table 59: General time expressions in Baba Malay
The expressions for specific time are similar to those in Malay. The words pagi ‘morning’ or
petang ‘evening’ follow these expressions to indicate if the event takes place before midday or
after midday.
No.
Time
Gloss
No.
Day
Gloss
1.
pukol satu
‘strike one’
one o’clock
2.
pukol dua
‘strike two’
two o’clock
3.
pukol tiga
‘strike three’
three o’clock
4.
pukol empat
‘strike four’
four o’clock
5.
pukol lima
‘strike five’
five o’clock
6.
pukol enam
‘strike six’
six o’clock
7.
pukol tujoh
‘strike seven’
seven o’clock
8.
pukol lapan
‘strike eight’
eight o’clock
9.
pukol semilan
‘strike nine’
nine o’clock
10.
pukol puloh
‘strike ten’
ten o’clock
11.
pukol se-belas/belair
‘strike-ten’
eleven o’clock
12.
pukol dua-belas/belair
‘strike twelve’
twelve o’clock
13.
pukol se-belas puloh pagi
‘strike one-ten ten
morning’
ten minutes
past eleven in
the morning
14.
pukol lima lapan petang
‘strike five eight
evening’
eight minutes
past five in the
evening
Table 60: Specific time in Baba Malay
406
Appendix B: Texts
Transcription conventions for texts
The transcription conventions used in the texts that follow are modelled after Du Bois et al’s
(2012) Discourse Transcription conventions. Each line on the transcript represents one intonation
unit (see section 2.2.5). The interpretation of transitions between intonation units are based on
the findings regarding BM intonation patterns reported in section 3.6.3. The following table
shows the conventions used in the texts. These conventions are indicated in the lines representing
intonation units.
No. Symbol Interpretation
1.
.
Final intonation boundary, usually associated with
fall in overall pitch contour in BM
2.
,
Continuing intonation boundary, usually associated
with a rise at the end of the intonation unit in BM
3.
?
Appeal intonation boundary, associated with overall
rise-fall for WH-questions, and rise at the end of the
intonation unit for tag questions in BM
4.
…
Noticeable pause between 0.3 to 0.6 seconds
5.
=
Lengthening on preceding segment
6.
@
Pulse of laughter
7.
#
Indecipherable syllable
8.
(2.1)
Pause of 2.1 seconds. Numbers in brackets represent
duration in seconds. Pauses which are longer than 0.6
seconds are indicated by this convention.
Table 61: Transcription conventions for texts
407
Pear story106 with Peter Wee
((NL1-022:Pear Story with Peter Wee: 0.00-379.00))
PETER WEE;
1.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ah ini dekat mana ini?
ah
ini
dekat mana
filler
this
PREP
where
Ah what country (is) this?
2.
(2.7)
3.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ini tempat pokok,
ini
tempat pokok
this
place tree
This is an orchard,
4.
(1.1)
5.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ini buah pear,
Ini
buah
pear
this
fruit
These are pears,
6.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Gua rasa orang ni orang ada peték buah pear.
gua
rasa
ni
orang ada
peték
this
person PROG pluck
1.SG
think
I think the person is plucking pears.
7.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Masok ini kebun,
Masok ini
kebun
enter
this
garden
Enter this garden,
8.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Kebun dekat Europe ini.
Kebun dekat Europe ini
garden PREP
this
This garden (is) in Europe.
106
buah
fruit
pear.
Chafe, Wallace (ed.), The Pear Stories: Cognitive, Cultural, and Linguistic Aspects of Narrative Production.
Norwood, New Jersey: Ablex (1980)
408
9.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ada pear.
Ada
pear
EXIST
There (are) pears.
10.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Kita sini tak-a tak-a pokok.
Kita
sini
tak
a
here
have
NEG
1.PL
We here, do not have trees.
11.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Pear tau?
Pear
tau
know
Pear (trees you) know?
12.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Oh betol betol...oh satu sudah jatoh.
Oh
betol
betol
oh
satu
Filler true
true
Filler one
Oh true enough, one fell.
tak
NEG
a
have
pokok
tree
sudah jatoh
already fall
13.
(2.6)
14.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Buah pear bukan?
Buah pear
bukan
fruit
no
It (is) pear, no?
15.
(1.0)
16.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Mata gua tak gitu betol gua nampak begi buah paya hijo.
Mata gua tak
gitu
betol
gua
nampak begi
buah paya hijo
like.that fruit papaya green
eye 1.SG NEG like.this correct 1.SG
see
My eyes (are) not accurate, (they) look like green papayas.
17.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Bukan lah... ini sumua pear=.
Bukan lah
ini
sumua pear
all
no
EMP
this
No these are all pears.
18.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia sudah dia sudah punggot punggot dia mia pear ... dia salin-kan dekat bakol.
Dia sudah dia sudah punggot punggot dia mia pear dia salin-kan dekat bakol
3.SG transfer-TR PREP basket
3.SG already 3.SG already pick.up pick.up 3.SG POSS
He picked up his pears (and) transferred (them) to a basket.
409
19.
(2.4)
20.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tu ini dia mia buah pear ini,
Tu
ini
dia
mia
POSS
that
this
3.SG
Those pears of his,
21.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Kalu mesti mo angkat tangan kalu tak-a jatoh kan dia,
Kalu mesti mo angkat tangan tarok kalu tak a
tak a
jatoh-kan dia
if
must want hold hand put if
NEG EXIST NEG EXIST drop-TR 3.SG
If you want (you) put (your) hand (there), if not (you will) drop it.
22.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia sumua pichah.
Dia
sumua pichah
all
3.PL
break
They all break.
buah
fruit
pear
ini
this
23.
(1.9)
24.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Mesti angkat baik baik,
Mesti angkat baik
must
hold
good
Must hold them well,
baik
good
25.
(1.9)
26.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Itu ada tangga...dia naik tangga atas pokok.
Itu
ada
tangga dia
naik
tangga atas
that
COP
ladder 3.SG
climb ladder top
That is a ladder, he climbs the ladder up the tree.
27.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Sekarang dia mo apa?
Sekarang
dia
mo
apa
now
3. SG
want
what
Now what (does) he want (to do)?
28.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Satu satu dia mo apa bikin tu?
Satu
satu
dia
mo
one
one
3.SG
want
One by one, what (is) he doing?
410
apa
what
bikin
make
tu
that
pokok
tree
29.
(2.3)
30.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia mo piléh gua rasa.
Dia
mo
piléh
gua
3.SG
choose 1.SG
want
He wants to choose, I think.
rasa
think
31.
(2.1)
32.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia mo piléh mana baik...mana mana tak baik.
Dia
mo
piléh
mana baik
mana satu
tak
choose which good
which one
Neg
3.SG
want
He wants to choose which (is) good, and which one (is) not good.
33.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Mana sudah terbantot,
Mana sudah terbantot
which already unripe
which has not ripened.
34.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Mana sudah masak,
mana sudah masak
which already ripe
which (is) already ripe,
35.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Mana belom masak,
Mana belom masak
which not.yet ripe
which (is) not yet ripe.
36.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Aye dia naik,
Aye
dia
EXCLAM.surprise 3. SG
Aye he is going up,
37.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Naik tangga pi pétek lagik.
Naik
tangga pi
pétek lagik
climb ladder go
pluck more
Climbing the ladder to go pluck more.
38.
Baba Malay IU
Baba Malay words
English gloss
English free translation
naik
climb
Ini kawan dia datang sama apa?
Ini
kawan dia
datang sama
come with
this
friend 3.SG
These friends are coming with what?
411
apa
what
baik
good
39.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Sama donkey eh #sama goat.
Sama donkey eh
sama
with
filler
with
With a donkey, (no) with a goat.
goat
40
(1.2)
41.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Kambing=,
Kambing
goat
Goat,
42.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Kawan dia datang angkat satu kambing.
Kawan dia
datang angkat satu
come hold
one
friend 3.SG
His friend comes holding a goat.
43.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Kambing dia ada locheng.
Kambing
dia
ada
goat
3.SG
have
His goat has a bell.
44.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Itu kambing gua tak tau perompuan ka jantan.
itu
kambing gua
tak
tau
perompuan
know female
that
goat
1.SG
Neg
I don't know if that goat (is) male or female.
kambing
goat
locheng
bell
45
(3.2)
46.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Aye mampus...kambing dia kuat sekali.
Aye
mampus kambing dia
EXCLAM.surprise dead
goat
3.SG
Oh this goat is so strong!
47.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tarék dia.
Tarék dia
pull
3.SG
Pulling it.
412
kuat
strong
sekali
very
ka
or
jantan
male
48.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Aye ini dia pétek lagik lah.
Aye
ini
dia
EXCLAM.surprise this
3.SG
Ah he plucks again.
pétek
pluck
lagik
again
lah
Emp
49.
(2.4)
50.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Buah pear...pear tree.
Buah pear
pear
fruit
Pear tree.
tree
51.
(2.3)
52.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ala orang dia mia mungka bukan main garang sekali,
Ala
orang dia
mia
mungka bukan main
POSS
face
NEG
play
EXCLAM.regret people 3.SG
This person’s face, (he is) not to be trifled with, (he) is very fierce,
53.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Kus semangat.
Kus semangat
EXCLAM.cry.to.a.dead.spirit
Oh my goodness.
garang sekali
fierce very
54.
(3.0)
55.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ini ada bicycle=,
Ini
ada
bicycle
this
EXIST
There is a bicycle.
56.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Gua rasa ini anak dia ka chuchu dia,
Gua
rasa
ini
anak
dia
1.SG
this
child
3.SG
feel
I think this (is) his child or his grandchild,
57.
Baba Malay IU
Baba Malay words
English gloss
English free translation
pi charék dia mia gonggong...gua rasa.
pi
charék dia
mia
gonggong
POSS
grandfather
go
find
3.SG
goes to find his grandfather, I think.
413
ka
or
chuchu
grandchild
gua
1.SG
rasa
think
dia
3.SG
58.
Baba Malay IU
Mediterranean.
Baba Malay words
English gloss
English free translation
Ini mia tempat bukan Singapore lah...bukan this region...gua rasa ini sumua
Ini mia tempat bukan
lah
bukan gua rasa
ini sumua Mediterranean
EMP NEG
1.SG feel
this POSS place NEG
this all
This place (is) neither Singapore, nor this region. It (is) all Mediterranean.
59.
(3.3)
60.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ala panas sair pakay kopiah dia.
Ala
panas sair
pakay kopiah dia
indeed wear
hat
3.SG
EXCLAM.regret hot
Goodness, it (is) hot indeed, (the child) is wearing his hat.
61.
(3.8)
62.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ah ini anak dia ka chuchu dia panggay dia mia gonggong.
Ah
ini anak dia
ka chuchu
dia
panggay dia mia gonggong.
call
3.SG
3.SG POSS grandfather
filler
this child 3.SG or grandchild
Ah this child or his grandchild is calling his grandfather.
63.
(5.0)
64.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Apa dia buat?
Apa
dia
buat
do
what
3.SG
What (is) he doing?
65.
(2.7)
66.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia chakap sama dia.
Dia
chakap sama
dia
3.SG
speak with
3.SG
He is speaking with him.
67.
(2.5)
68.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ah dia mo angkat.
Ah
dia
mo
filler
3.SG
want
Oh he wants to lift,
angkat
lift
414
69.
Baba Malay IU
Baba Malay words
English gloss
English free translation
70.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Oh dia mo angkat tarok mana tarok dia mia,
Oh
dia
mo
angkat tarok
mana
Filler 3.SG
carry
put
where
want
Oh he wants to carry and put where, put on his
Bicycle.
Bicycle
71.
(1.0)
72.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Eh tak jadi.
Eh
tak
jadi
filler
NEG
happen
Ey it didn't happen.
73.
(5.5)
74.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ala...mia berat.
Ala
mia
EXCLAM.regret REL
Goodness, (this) heavy.
75.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Jatoh lah=.
Jatoh lah
fall
Emp
(He will) fall (for certain).
76.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Amcam...oh dia tarok kat depan.
Amcam oh
dia
tarok
kat
how
Filler 3.SG
put
PREP
How? Oh he is putting (it) in front.
berat
heavy
77.
(2.9)
78.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Téngok budak anak itu kechik,
téngok budak anak
itu
see
child
child
that
See that small child,
415
kechik
small
depan
front
tarok
put
dia
3.SG
mia
Poss
79.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Sudah boléh pakay bicycle.
Sudah boléh pakay bicycle
already can
use
Already can use a bicycle.
80.
(2.5)
81.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Aye jatoh lagik.
Aye
jatoh
EXCLAM.surprise fall
Ah (he) fell again.
lagik
again
82.
(1.0)
83.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Gua sudah kata nanti jatoh... lu téngok.
Gua
sudah kata
nanti
jatoh
already say
later
fall
1.SG
I told you (he) would fall later you see.
lu
2.SG
84.
(0.9)
85.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Mesti jatoh.
Mesti jatoh
must
fall
Must fall.
86.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Budak ini... sangat kechik lah.
Budak ini
sangat kechik lah
child
this
very
small Emp
This boy (is) so small.
87.
(3.4)
88.
Baba Malay IU
Baba Malay words
English gloss
English free translation
89.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ah jumpa kawan dia.
Ah
jumpa kawan dia
filler
meet
friend 3.SG
Ah (he) met his friends.
Gua rasa mesti ter-langgair tau?
Gua
rasa
mesti ter-langgair
tau
think
must
ACD-crash
know
1.SG
I think (there) must be a crash (you) know.
416
téngok
see
90
(1.5)
91.
Baba Malay IU
Baba Malay words
English gloss
English free translation
92.
(2.0)
Ada téngok ini dia mesti ter-langgair.
Ada
téngok ini
dia
mesti
must
PROG see
this
3.SG
Seeing this he must crash.
ter-langgair
ACD-crash
93.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ah dia téngok dia habis.
Ah
dia
téngok dia
3.SG
filler
3.PL
see
Ah they see him finish.
habis
finish
94.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tu... gua sudah kata lu betol,
Tu
gua
sudah kata
already say
that
1.SG
That I already told you, correct,
lu
2.SG
betol,
correct
96.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ala,
Ala
EXCLAM.regret
Goodness,
97.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Habis... dia mia buah pear sumua,
Habis dia
mia
buah
pear
POSS
fruit
finish 3.SG
The end, his pears all
sumua
all
98.
Baba Malay IU
Baba Malay words
English gloss
English free translation:
Ter-lambong,
Ter-lambong
ACD-toss
were tossed,
99.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Bicycle jatoh,
Bicycle jatoh
fall
The bicycle fell,
95.
(1.0)
417
100.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Budak jatoh,
Budah jatoh
child
fall
The child fell,
101.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Buah pear dia sumua sudah,
Buah pear
dia
sumua sudah
all
already
fruit
3.PL
The pears they all had
102.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Sudah jatoh.
Sudah jatoh
already fall
Had fallen.
103.
(1.0)
104.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ah kaki dia sudah kena.
Ah
kaki
dia
sudah kena
already PASS
filler
leg
3.SG
Ah his foot was affected.
105.
(3.0)
106.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ah siapa ni apa ni?
Ah
siapa
ni
apa
ni
filler
who
this
what
this
Ah who (is) this (and) what (is) this?
107.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ah kawan-kawan dia datang tolong.
Ah
kawan kawan dia
datang tolong
filler
friend friend 3.SG
come help
Ah his friends come to help.
108.
(2.5)
109.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Sumua tolong dia lah.
Sumua tolong dia
all
help
3.SG
All (are) helping him.
lah
Emp
418
.
110.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Punggot dia mia buah pear masok-kan bakol dia.
Punggot dia
mia
buah
pear
masok-kan
pick.up 3.SG
enter-TR
POSS
fruit
Picking his pears putting them in his basket.
111.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Aye dia ini lambong-kan.
Aye
dia
ini
this
EXCLAM.surprise 3.SG
He is throwing (it).
lambong-kan
toss-TR
Si tua tu pelan-pelan,
Si
tua
tu
that
PERSON old
The old man slowly,
pelan
slow
bakol
basket
dia
3.SG
112.
(1.0)
113.
Baba Malay IU
Baba Malay words
English gloss
English free translation
114.
Baba Malay IU
Baba Malay words
English gloss
English free translation
pelan
slow
Angkat satu-satu tak mo ini budak-budak amék-kan sumua sudah lambong.
Angkat satu satu tak mo ini budak budak amék-kan sumua
sudah lambong
already toss
hold
one one NEG want this child child take-TR all
Holding (the pears) one by one, (if they) didn't want, these children would have taken
them all (and) tossed them.
115.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Gua rasa dia mia pear ini kerair.
Gua
rasa
dia
mia
3.PL
1.SG
think
POSS
I think their pears (are) hard.
116.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Belom masak=.
Belom masak
not.yet ripe
Not yet ripe.
117.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tu sudah masak dia bikin macam habis nua.
Tu
sudah masak dia
bikin
macam habis
that
already ripe
3.SG
make like
finish
That (is) already ripe (and) he makes it smashed up.
118.
(3.1)
419
pear
ini
this
kerair
hard
nua
smashed.up
119.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ah ni apa ni?
Ah
ni
apa
filler
this
what
Ah what (is) this?
ni
this
120.
(1.1)
121.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Budak ini buat buat main main lah.
Budak ini
buat
buat
main
child
this
do
do
play
The children are playing.
main
play
lah
Emp
122.
(3.1)
123.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Mmm=,
Mmm
124.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Sudah sudah habis ter-jalan balék.
Sudah sudah habis ter-jalan
already already finish MVT-walk
(when it is) already finished, he returns.
125.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ah sekarang dia tolak bicycle itu.
Ah
sekarangdia
tolak
bicycle itu
filler
now
3.SG
push
that
Ah now he is pushing that bicyle.
balék
back
126.
(1.5)
127.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia mia dua... dia mia kawan.
Dia
mia
dua
dia
3.SG
3.SG
POSS
two
His two ... his friends.
mia
POSS
kawan
friend
128.
(0.8)
129.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia jalan lain tempat dia jalan lain tempat.
Dia
jalan
lain
tempat dia
jalan
lain
tempat
walk
walk
another place 3.PL
another place
3.SG
He walks to another place, they walk to another place.
420
130.
(2.1)
131.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ah dia ni punggot apa ini.
Ah
dia
ni
punggot apa
filler
3.SG
pick.up what
this
Ah what (is) he picking up?
132.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Oh dia punggot kopiah dia.
Oh
dia
punggot kopiah dia
pick.up hat
3.SG
Filler 3.SG
Oh he is picking up his hat.
133.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Kopiah dia sudah jatoh.
Kopiah ada
sudah jatoh
hat
PFV
already fall
The hat had fallen.
134.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia teriak dia,
Dia
teriak dia
call.out 3.SG
3.SG
He calls out to him.
135.
Baba Malay IU
Baba Malay words
English gloss
English free translation
ni
this
Oi?
Oi
136.
(2.0)
137.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ah...lu sudah jatoh lu mia kopiah.
Ah
lu
sudah jatoh
lu
2.SG
filler
2.SG
already drop
You dropped your hat.
mia
POSS
138.
(1.6)
139.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ada angkat-kan kasi-kan dia balék,
Ada
angkat-kan
kasi-kan dia
balék
pick.up-TR
give-TR 3.SG
back
PFV
(He) picked (it) up (and) returned it back to him.
421
kopiah
hat
140.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Habi dia kasi dia dua bijik pear.
Habi
dia
kasi
dia
finish 3.SG
3.SG
give
Then he gave him two pears.
dua
two
bijik
pear
CLF.small.round
141.
(1.0)
142.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Amboi,
Amboi
EXCLAM.surprise
Suprising,
143.
(1.5)
144.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia kasi-kan kopiah,
Dia
kasi-kan kopiah
give-TR hat
3.SG
He gave (him) the hat.
145.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia dapat dua bijik pear balék huh,
Dia
dapat dua
bijik
pear
CLF.small.round
3.SG
receive two
He received two pears back huh,
146.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Happy dia.
Happy dia
3.SG
He (is) happy.
147.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Aye-,
AyeEXCLAM.surprise
Surprising,
148.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ah dia kasi-kan kawan dia.
Ah
dia
kasi-kan kawan dia
filler
3.SG
give-TR friend 3.SG
Ah he gave it to his friends.
149.
(2.0)
422
balék
back
huh
150.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ah tu lah kasi-kan kawan dia,
Ah
tu
lah
kasi-kan kawan dia
filler
that
EMP
give-TR friend 3.SG
Ah that (he) gave to his friends.
151.
(0.9)
152.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Oh dia kasi dia tiga.
Oh
dia
kasi
give
Filler 3.SG
Oh he gave them three.
153.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Oh sekarang budak-budak ini makan,
Oh
sekarangbudak budak ini
Filler now
child
child
this
Oh now these children are eating,
makan
eat
154.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Gua rasa pear tu tak boléh makan lah,
Gua
rasa
pear
tu
tak
think
that
NEG
1.SG
I think those pears cannot be eaten.
boléh
can
155.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Kerair begi batu.
Kerair begi
batu
hard
like.that rock
Hard like rocks.
dia
3.PL
tiga
three
156
(1.0)
157.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tak masak mentah=.
Tak
masak mentah
NEG
ripe
raw
Not ripe (still) raw.
158.
(2.0)
159.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ah ni si tua dia.
Ah
ni
si
tua
Filler this
PERSON old
Ah this the old man he
160.
(0.8)
423
dia
3.SG
.
makan lah
eat
EMP
161.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Turun tangga.
turun tangga
descend ladder
goes down the ladder.
162.
(1.0)
163.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Téngok si tua pétek dia mia pear,
Téngok si
tua
pétek
see
PERSON old
pluck
See the old man pluck his pear
164.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Berapa sayang.
Berapa sayang
how.many care
How much care.
165.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Pelan-pelan=,
Pelan pelan
slow
slow
Slowly,
166.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Satu-satu=,
Satu
satu
one
one
One by one,
167.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Budak masok-an.
Budak masok-an
child
enter TR
The boys enter.
dia
3.SG
mia
POSS
pear
gua
1.SG
mia
POSS
168.
(3.0)
169.
Baba Malay IU
Baba Malay words
English gloss
English free translation
170.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Aye mati sekair mana gua mia pear?
Aye
mati
sekair mana
indeed where
EXCLAM.surprise die
Oh goodness, die, where (are) my pears?
On satu bakol sudah ilang.
Oh
satu
bakol sudah ilang
Filler one
basket already lose
Oh one basket has gone missing.
424
pear
171.
(4.0)
172.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Aye dia jumpa ini tiga ekor budak.
Aye
dia
jumpa ini
EXCLAM.surprise 3.SG
this
meet
Aye he meets these three children.
tiga
three
173.
(2.5)
174.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ada makan pear.
Ada
makan pear
PROG eat
Eating pear.
175.
(6.0)
176.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Oh sudah si tua ini heran,
Oh
sudah si
tua
ini
this
Filler already PERSON old
Oh already this old man wonders,
177.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Mana budak ini dapat pear #makan?
Mana budak ini
dapat pear
makan
where child
this
get
eat
Where did these children get the pears to eat (from)?
178.
(2.0)
179.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ada lagik eh?
Ada
lagik
EXIST more
Is there more?
180.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Sumua habis.
Sumua habis
all
finish
All finished.
eh
filler
181.
(3.0)
425
héran
wonder
ekor
budak
CLF.animals
child
182.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Habis.
Habis
finish
the end.
<T=379.00>
426
Turnip story107 with Victor
((NL1-034:The Enormous Turnip with Victor: 0.00-183.00))
VICTOR;
1.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ada satu hari,
Ada
satu
EXIST one
One day,
2.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ada satu tukang kebun,
Ada
satu
tukang kebun
laborer garden
EXIST one
There was a gardener,
3.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Sama bini dia,
Sama bini
and
wife
And his wife,
4.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tanam,
Tanam
plant
(they) were planting,
5.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Bangkuang.
Bangkuang
turnip
Turnip.
6.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dekat dia nia,
Dekat dia
at
3.PL
At their,
hari
day
dia
3.SG
nia
POSS
7.
(1.8)
107
The turnip story told here is a retelling of Alexander Afanasyev’s The Enormous Turnip, published in 1863. See
Афанасьев, А. Н. (1863)1984. Репка: Сказка N 89. Фундаментальная электронная библиотека: Русская
литература и фольклор.
427
8.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Kebun.
Kebun
garden
Garden.
9.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ada satu…bangkuang dia téngok betol besair.
Ada
satu
bangkuang
dia
téngok betol
see
turnip
3.PL
really
EXIST one
There was one turnip they saw (that was) really big.
besair
big
10.
(2.9)
11.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tukang kebun chakap,
Tukang kebun chakap
laborer garden speak
The gardener spoke,
12.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Gua mo cha=bot itu bangkuang besair sekarang.
gua
mo
chabot itu
bangkuang
want
pull.out that
turnip
1.SG
I want to pull out that big turnip now.
13.
(1.4)
14.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Lepas itu,
Lepas itu
after
that
After that,
15.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Kita boléh…buat,
Kita
boléh buat
make
1.PL
can
We can make,
16.
(2.1)
17.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Sup bangkuang.
Sup
bangkuang
soup
turnip
Turnip soup
428
besair
big
sekarang
now
18.
Baba Malay IU
Baba Malay words
English gloss
for
English free translation
Untok108 makan malam.
untok makan malam
for
eat
night
for dinner.
19.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia nia bini chakap.
Dia
nia
bini
3.SG
POSS
wife
His wife spoke.
chakap.
speak
20.
(1.6)
21.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tukang kebun,
Tukang kebun
laborer garden
The gardener,
22.
(1.1)
23.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tarék itu,
Tarék itu
pull
that
Pulled that
24.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tarék itu,
Tarék itu
pull
that
Pulled that
25.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Bangkuang.
Bangkuang
turnip
Turnip.
26.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tapi tu bangkuang...tak bergerak.
Tapi
tu
bangkuang
tak
but
that
turnip
NEG
But that turnip did not move.
bergerak
move
27.
(1.6)
108
The usage of ‘untok’ is Malay. It can be used in BM by those who speak Malay.
429
28.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tukang kebun,
Tukang kebun
laborer garden
The gardener,
29.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ta=rék itu bangkuang lagik,
Tarék itu
bangkuang
pull
that
turnip
Pulled that turnip again,
30.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tu bangkuang,
Tu
bangkuang
that
turnip
That turnip,
31.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Pokok bangkuang...tak bergerak.
Pokok bangkuang
tak
tree
turnip
NEG
The turnip did not move.
lagik
again
bergerak
move
32.
(1.8)
33.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tukang kebun panggay dia nia bini tolong.
Tukang kebun panggay dia
nia
bini
laborer garden call
3.SG
POSS
wife
That gardener called his wife to help.
34.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tukang kebun sama bini dia,
Tukang kebun sama
bini
laborer garden and
wife
The gardener and his wife,
35.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ta=rék itu bangkuang.
Tarék itu
bangkuang
pull
that
turnip
Pulled that turnip.
36.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Itu bangkuang pun...tak bergerak.
Itu
bangkuang
pun
tak
that
turnip
also
NEG
That turnip also did not move.
37.
(3.1)
430
dia
3.SG
bergerak
move
tolong
help
38.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tukang kebun mia bini,
Tukang kebun mia
laborer garden POSS
The gardner' wife,
39.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Panggay anjing dia tolong.
Panggay anjing dia
tolong
help
call
dog
3.PL
Called their dog to help.
40.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tukang kebun,
Tukang kebun
laborer garden
The gardener,
41.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Bini dia sama anjing,
Bini
dia
sama
and
wife
3.SG
his wife and the dog,
42.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ta=rék tu bangkuang.
Tarék tu
bangkuang
pull
that
turnip
Pulled that turnip.
43.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tu bangkuang,
Tu
bangkuang
that turnip
That turnip,
44.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Pun= tak bergerak.
pun
tak
bergerak
also
NEG
move
also did not move.
bini
wife
angjing
dog
45.
(1.7)
46.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tu anjing,
Tu
anjing
that dog
That dog,
47.
(1.5)
431
48.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Menyalap.
Menyalap
howl
howled.
49.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Panggay kuching tolong,
Panggay kuching tolong
call
cat
help
called the cat to help.
50.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Gonggong ... #.
Gonggong
ONOMATOPOEIA.bark
Barked.
51.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Anjing tu gonggong.
Anjing tu
gonggong
dog
that
ONOMATOPOEIA.bark
That dog barked
52.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Sama,
Sama
with
with,
53.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Si kuching.
Si
kuching
PERSON cat
the cat.
54.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Mintak tolong.
Mintak
tolong
ask.sincerely
help
Asking sincerely for help.
55.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tukang kebun,
Tukang kebun
laborer garden
The gardener,
56.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Bini dia,
bini
dia
wife
3.SG
his wife
432
57.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Anjing sama kuching,
anjing sama
kuching
dog
and
cat
dog and cat,
58.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tarék tu bangkuang.
Tarék tu
bangkuang
pull
that
turnip
Pulled that turnip.
59.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Bangkuang tu pun...tak bergerak.
Bangkuang
tu
pun
turnip
that
also
That turnip also did not move.
60.
(1.3)
61.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tukang kebun chakap,
Tukang kebun chakap
laborer garden speak
The gardener spoke,
62.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tak guna lah.
Tak
guna
use
NEG
(It is) no use.
63.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ini=,
Ini
this
This,
64.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tak guna betol.
Tak
guna
betol
Neg
use
really
(It is) no use really.
65.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ini bangkuang,
Ini
bangkuang
this
turnip
This turnip,
lah
EMP
433
tak
NEG
bergarak
move
66.
(2.0)
67.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tak bergerak.
Tak
bergerak
NEG
move
Does not move.
68.
(1.9)
69.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Si kuching,
Si
kuching
PERSON cat
The cat,
70.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Panggay,
Panggay
call
called,
71.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ah...si burong.
Ah
si
burong
filler
PERSON bird
the bird.
72.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Pi #tolong mo tolong.
Pi tolong
mo
go help
want
Go help (we) want help.
tolong
help
74.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tukang kebun...bini dia,
Tukang kebun bini
laborer garden wife
The gardener, his wife,
dia
3.SG
75.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Anjing...kuching sama,
Anjing kuching sama
dog
cat
and
dog, cat and
73.
(1.7)
434
76.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Burong,
Burong
bird
bird,
77.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ta=rék,
Tarék
pull
Pulled
78.
(1.9)
79.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tarék itu bangkuang.
Tarék itu
bangkuang
pull
that
turnip
pulled that turnip.
80.
(1.5)
81.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Sama sekejab tu bangkuang,
sama
sekejab tu bangkuang
with
a.while that turnip
After a while that turnip
82.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Pun= bergerak.
Pun
bergerak
also
move
Also moved.
83.
(1.0)
84.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Itu malam...sumua dapat,
Itu
malam sumua dapat
that
night
all
get
That night all got,
85.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Makan,
Makan
eat
to eat,
435
86.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Sup bangkuang.
Sup
bangkuang
soup
turnip
turnip soup.
87.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Untok makan malam,
for
makan malam
for
eat
night
for dinner,
88.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Untok makan besok pagi,
Untok makan besok
pagi
for
eat
tomorrow morning
for breakfast tomorrow,
89.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Untok makan tengah hari,
Untok makan tengah hari
for
eat
middle day
for lunch,
90.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Untok makan,
Untok makan
for eat
to eat,
91.
Baba Malay IU
Baba Malay words
English gloss
English free translation
Minum téh nia jam.
Minum téh
nia
drink tea
REL
(for) teatime.
jam.
time
<T=183.00>
436
Conversation with Aunty Jane
((NL1-142: Conversation 2 with Jane Quek: 0.00-372.70))
1.
JQ;
IU
###,
2.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ah tachi...apa khabair=?
Ah
tachi
apa
filler
elder.sister
what
Ah elder sister how are you?
3.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Lama tak jum=pa,
Lama
tak
jumpa
meet
long.time
NEG
Haven't met you in a long time,
4.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ah...yah lah,
Ah
yah
filler
yes
Ah yes,
5.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Lama tak...jalan sini,
Lama
tak
jalan
sini
here
long.time
NEG
walk
Haven't walked here in a long while,
6.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tak jumpa lu lu apa macham?
Tak
jumpa lu
lu
NEG
2.SG
meet
2.SG
Haven't met you, how are you?
7.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ada baik tak baik.
ada
baik
tak
COP
NEG
good
Are you well or not.
khabair
news
lah
EMP
baik
good
437
apa
what
macham
like that
8.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Se - lama ada pi main judi tak?
se-lama
ada
pi
go
one-long.time
HAB
Do you still gamble regularly?
main
play
9.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Mahjong se-ka se-kali lah=.
Mahjong
se-ka
one-time
(I play mahjong) once in a while.
se-kali lah
one-time EMP
10.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ada kaki...pi main,
Ada
kaki
pi
main
play
EXIST friend go
If there are friends (I) go play,
11.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Kalu tak-a orang panggay tak main,
Kalu
tak-a
orang panggay
if
NEG-EXIST
people call
If there is no calling (I) do not play,
12.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Jalan jalan.
Jalan
jalan
walk
walk
(I) take walks.
13.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Abi main cherki tak?
Abi
main
cherki
then
play
Peranakan.card.game
Then do you play 'cherki'(card game)?
14.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Cherki pun sama lah.
Cherki
pun
sama
Peranakan.card.game also same
'Cherki' (is) also the same.
438
lah
EMP
judi
tak
gamble NEG
tak
NEG
tak
NEG
main
play
15.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Se-lama kun...tak manyak orang main cherki.
Se-lama
kun
tak
manyak orang main
cherki
many people play
one-long.time
also
NEG
Peranakan.card.game
For a long time (now) also, there are not many people playing 'cherki'.
16.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tak # gitu main cherki lah.
Tak
gitu
main
cherki
NEG
like.this play
Peranakan.card.game
Not like this (I do not) play ‘cherki’.
17.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tak apa pi jalan jalan,
Tak
apa
pi
jalan
jalan
go
walk
walk
NEG
what
(If there is) nothing (I) go for a walk,
18.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Makan makan=,
Makan makan
eat
eat
Eat (here and there),
19.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Macham lah.
Macham
like.that
Like that.
20.
JQ;
Baba Malay IU
Baba Malay words
English gloss
Free translation
Pass...Pass time lah.
pass pass time lah
EMP
Pass time lah.
21.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
lah
EMP
lah
EMP
Day by day pass macham lah.
day
by
day
pass
Day by day pass like that.
22.
(1.9)
439
macham
like.that
lah
EMP
23.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ada pegi,
Ada
pegi
go
HAB
(I do) go,
24.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Mana lagik,
Mana lagik
where more
Where else,
25.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Apa macham lu ada berapa manyak chuchu?
Apa
macham lu
ada
berapa
manyak chuchu
how.many
many grandchild
what
like
2.SG
have
How are you, how many grandchildren do you have?
26.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ada lah tiga.
Ada
lah
have
EMP
I have three.
27.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Anak prompuan nia satu=,
Anak prompuan
nia
Child female
REL
One that is a girl,
28.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Anak jantan mia dua=,
Anak jantan mia
child
male
REL
Two that are boys,
29.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ah sudah tiga chuchu lah.
Ah
sudah tiga
chuchu
filler
already three
grandchild
There (are) already three grandchildren.
tiga
three
satu
one
dua
two
440
lah
EMP
30.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Lu jaga chuchu tak?
Lu
jaga
chuchu
take.care
2.SG
grandchild
Do you take care of your grandchildren?
31.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tak a lah tak gitu lah.
Tak-a
lah
NEG-EXIST
EMP
No not like this.
32.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Se-ka se-kali dia orang mo kuluar,
Se-ka
se-kali
dia-orang
one-time
one-time
3-PL
Once in a while they want to go out.
33.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia panggay...mata- mata-kan.
Dia
panggay
mata-mata -kan
eye-eye-TR
3.PL
call
They call me to watch over (the grandchildren).
34.
JQ;
Baba Malay IU
Baba Malay words
English gloss
filler
English free translation
Ah...mata-mata-kan lah.
Ah mata-mata-kan
eye-eye-TR
EMP
(I) watch (them).
35.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Satu dua jam macham lah.
Satu
dua
jam
macham
one
two
hour
like.that
One (or) two hours like that.
36.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Macham sahja orang tua gitu lah.
Macham sahja orang tua
gitu
lah
like.this only people old
like.this EMP
Like this only, old people (do it) like this.
tak
NEG
tak
NEG
gitu
lah
like.this EMP
lah
441
lah
EMP
mo
want
kuluar
go.out
37.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Boléh makan makan=,
Boléh makan makan
can
eat
eat
(If you) can eat, eat.
38.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Boléh jalan jalan=.
Boléh jalan
jalan
can
walk
walk
(If you) can walk, walk.
39.
JQ;
IU
Be happy=,
40.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Toksa sikit sikit marah.
Toksa
sikit
sikit
marah
do.not.need
little
little
angry
(You) don't need to be angry over small things.
41.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Apa sair lu siap-siap maki maid?
Apa
sair
lu
siap-siap
perpetually
what
reason 2.SG
Why do you perpetually scold the maid?
42.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Maid kun orang jugak.
Maid kun
orang jugak
also
people also
Maids (are) people also.
43.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Abi gua téngok manyak= sair pi pasar.
Abi
gua
téngok manyak sair
see
many indeed
then
1.SG
Then I see many going to the
market.
44.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Sumua= complain pasair maid.
Sumua complain
pasair maid
all
matter
All complaining about maid matters.
442
maki
scold
maid
pi
go
pasar
market
45.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Maid kun orang ini lah maid ini lah.
Maid kun
orang ini
lah
maid
also
people this
EMP
Maid (are) also people, (maid) this and (maid) that.
46.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Maid itu lah.
Maid itu
lah
that
EMP
The maid (does) that.
47.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tak-a satu chakap maid baik.
Tak-a
satu
chakap maid
speak
NEG-EXIST
one
Not one says the maid (is) good.
baik
good
48.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tak tau apa sair ni orang orang sumua.
Tak
tau
apa
sair
ni
reason this
NEG
know what
Don't know why these people all.
orang orang sumua
people people all
49.
JQ;
Baba Malay IU
Baba Malay words
English gloss
Engish free translation
Orang orang sumua.
orang orang sumua
people people all
People all.
50.
JQ;
IU
Huh?
51.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Orang maid pun orang human being,
Orang maid
pun
orang human being
people
also
people
The maids (are) also human beings,
52.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Kalu tak-a maid datang sama lu krejar,
Kalu
tak-a
maid
datang sama
come with
if
NEG-EXIST
If there are no maids to come work for you,
443
itu lah
that EMP
lu
2.SG
krejar
work
53.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Orang chakap lu,
Orang chakap lu
people speak 2.SG
People speak about you,
54.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Misti mo ##,
Misti mo
must
want
Must ##,
55.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Lu mia duit manyak besar bayar orang,
Lu
mia
duit
manyak besar
2.SG
POSS
money many big
Your money (is) very big (it) pays people,
56.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Su=mua bising= pasair maid.
Sumua bising pasair maid
all
noisy matter
All make a lot of noise about maid matters.
57.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dengar pun boring.
Dengar pun
boring
listen also
It is boring to even hear about this.
bayar orang
pay
people
58.
(13.4)
59.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Bila gua senang gua jalan jalan lah.
Bila
gua
senang gua
jalan
1.SG
when 1.SG
free
walk
When I (am) free I take walks.
60.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Jalan pi Parkway Parade,
Jalan
pi
Parkway
Parade
walk
go
Walk to Parkway Parade (shopping mall),
444
jalan
walk
lah
EMP
61.
JQ
Baba Malay IU
Baba Malay words
English gloss
English free translation
Jalan jalan makan,
Jalan
jalan
makan
walk
walk
eat
Walk a bit and eat,
62.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Téngok baju=,
Téngok baju
see
clothes
See clothes,
63.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ah chanték kita beli satu lay=,
Ah chanték kita beli satu
filler beautiful 1.PL buy one
(If it is) pretty we buy one piece,
64.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tak chanték jalan jalan=,
Tak
chanték
jalan
jalan
walk
walk
NEG
beautiful
(If it is) not pretty (I) take a walk,
65.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Minum kopi=,
Minum kopi
drink coffee
Drink coffee,
66.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Sama kawan kuluar=,
Sama kawan kuluar
with
friend go.out
Go out with friends,
67.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ada kali...gua mia friend kuluar,
Ada
kali
gua
mia
friend
POSS
1.SG
EXIST time
There are times my friend go out,
445
lay
CLF.piece of fabric or paper
kuluar
go.out
68.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
From Australia panggay,
From Australia panggay
call
From Australia (she) calls ,
69.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Aunty kita pi,
Aunty kita
1.PL
Aunty we go ,
70.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Pi Takashimaya= Orchard Road side,
Pi Takashimaya Orchard Road side
go
Go to Takashimaya (shopping mall) at Orchard Road,
71.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Jalan jalan=,
Jalan
jalan
walk
walk
Take walk,
72.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Téngok téngok,
Téngok téngok
see
see
Take a look-see,
73.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Kalu téngok barang hak,
Kalu
téngok barang hak
if
see
thing
suitable
If (we) see a suitable thing,
74.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Kita beli lah.
Kita
beli
buy
1.PL
We buy.
pi
go
lah
EMP
446
75.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Barang tak hak tak beli lah.
Barang tak
hak
tak
beli
lah
suitable NEG
buy
thing
NEG
EMP
(If) the thing (is) not suitable we won’t buy.
76.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Pegi Isetan,
Pegi Isetan
go
Go to Isetan (departmental store),
77.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Pegi Cold Storage,
Pegi Cold Storage
go
Go to Cold Storage (supermarket),
78.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Gua mia kawan suka pi Isetan nia,
Gua
mia
kawan suka
pi
go
1.SG
POSS
friend like
My friend likes to go to Isetan's,
79.
JQ;
IU
Shopping centre,
80.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Pasair dia mia meat very fresh.
pasair dia
mia
meat
Poss
because 3.SG
Because its meat (is) very fresh.
81.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tapi mahal lah.
Tapi
mahal
but
expensive
But it (is) expensive.
82.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia mia barang mahal,
Dia
mia
barang mahal
3.SG
POSS
thing expensive
Its things (are) expensive,
very
lah
EMP
447
Isetan
fresh
nia
POSS
83.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tapi dia mia meat betol...fresh.
Tapi
dia
mia
meat
POSS
but
3.SG
But its meat (is) really fresh.
84.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Chanték sekali.
Chanték
beautiful
Very beautiful.
85.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia bikin ## steamboat,
Dia
bikin
steamboat
3.SG
make
She makes steamboat (hot pot),
86.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia selalu pi sana.
Dia
selalu pi
3.SG
always go
She always goes there.
87.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia tak beli kita market nia.
Dia
tak
beli
kita
market nia
1.PL
3.SG
NEG
buy
REL
She doesn't buy the ones that are at our markets.
88.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia sudah used to it lah.
Dia
sudah used
to
3.SG
already
She (is) already used to it.
89.
JQ;
IU
My Australia friend is like that,
90.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tapi ya lah betol betol fresh.
Tapi
ya
lah
betol
really
but
yes
EMP
But yes it is really really fresh.
betol
really
fresh
sekali
very
sana
there
448
it
lah
EMP
betol
really
fresh
91.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Mahal sikit lah.
Mahal
sikit
expensive
little
A little expensive.
92.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Jalan jalan abi tu makan,
Jalan
jalan
abi
tu
walk
walk
finish that
Take a walk and after that eat,
93.
JQ:
Baba Malay IU
Baba Malay words
English gloss
English free translation
Lunch habi,
Lunch habi
finish
Lunch (is) over,
94.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Jalan jalan habi,
Jalan
jalan
habi
walk
walk
finish
After taking a walk,
95.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dudok kopi house,
Dudok kopi
house
sit
coffee
Sit at the coffee house,
96.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Minum kopi lah.
Minum kopi
lah
drink coffee EMP
Drink coffee.
97.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Cappucino ka=,
Cappucino
ka
or
Cappucino or,
lah
EMP
449
makan
eat
98.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Latte ka=,
Latte
ka
or
Latte or,
99.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Makan ## itu pancake share share,
Makan itu pancake
share share
eat
that
Share some pancake,
100.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Macham lah.
Macham
like.that
Like that.
101.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dudok= sampay pukol lima,
Dudok sampay pukol lima
sit
until
strike five
Sit until five o'clock,
102.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
## Charék makan dinner,
Charék makan dinner
find
eat
Find dinner to eat,
103.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Abi itu pulang,
Abi
itu
pulang
finish that
return
After that (we) return,
104.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Pulang sampay rumah,
Pulang sampay rumah
return until
house
(We) return home,
105.
JQ;
IU
Seven eight or nine,
lah
EMP
.
450
106.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Pukol lapan pukol semilan
Pukol lapan pukol semilan
strike eight
strike nine
Eight or night o'clock.
107.
JQ;
Baba Malay IU
Baba Malay words
English gloss
macham lah.
macham
like.that
108.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Balék rumah mandi=,
Balék rumah mandi
return house bathe
Return home to bathe,
109.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dudok= téngok tv,
Dudok téngok tv
sit
see
Sit and watch tv,
110.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tv bagus=,
Tv
bagus
good
If the television show is good,
111.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Téngok satu pukol dua belas.
Téngok sampay pukol dua
see
until
strike two
Watch until twelve o'clock.
112.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tv tak bagus,
Tv
tak
bagus
NEG
good
(if) the television show (is) not good,
lah
EMP
451
belas
ten
113.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Se-belas tutup.
Se-belas
tutop
one-ten
close
Turn off at eleven.
114.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Pi tidor.
Pi
tidor
go
sleep
Go sleep.
115.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Then...pagi sudah mangun.
Then
pagi
sudah mangun
morning
already wake
Then in the morning I already wake up.
116.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Sua tua= tak boléh tidor tau?
Sudah tua
tak
boléh tidor
tau
sleep
know
already old
NEG
can
Already old (I am) cannot sleep (you) know?
117.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Kalu apa macham lambat,
Kalu
apa
macham
if
what
like
Even if (I sleep) late,
lambat
late
118.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tidor pun tak boléh tidor.
Tidor pun
tak
boléh
sleep
also
NEG
can
(I still) cannot sleep.
tidor
sleep
119.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Apa macham pukol lima lebéh sudah mangun.
Apa
macham pukol lima
lebéh sudah mangun
what
like.that strike five
more
already wake
However (late I go to bed, I) wake up slightly after five.
452
120.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Mata sudah ter-bukak.
Mata
sudah ter-bukak
eye
already MVT-open
Eyes already opened.
121.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Sudah tak boléh tidor balék.
Sudah tak
boléh tidor
already NEG
can
sleep
Already cannot return to sleep.
122.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Orang kata,
Orang kata
people say
People say,
123.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
boléh tidor pukol se-puloh lah.
boléh tidor
pukol se
can
sleep
strike one
(they) can sleep until ten o'clock.
124.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Aye=,
Aye
EXCLAM.surprise,
Goodness,
125.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ho mia,
Ho
mia
good
life
Good life,
126.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Gua tak boléh...pukol se-puloh,
Gua
tak
boléh pukol
NEG
can
strike
1.SG
I cannot (sleep until) ten o’clock,
453
balék
return
puloh
ten
se-puloh
one-ten
lah
EMP
127.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Amcham pun,
Amcham
pun
how
also
However (much I try),
128.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Pukol lima lebéh gua sudah mangun.
Pukol lima
lebéh gua
sudah
strike five
more
1.Sg
already wake
After five I already wake up.
129.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia orang boléh tidor pukol se-puloh.
Dia-orang
boléh tidor
pukol se-puloh
sleep
strike one-ten
3-PL
can
They can sleep (until) ten o'clock.
130.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Mata ari gemoh pantat pun tak boléh mangun.
Mata
ari
gemoh pantat pun tak boléh mangun
wake
eye
day
sun.dry buttocks also NEG can
The sun shines on your backside (they) also cannot get up.
mangun
131.
(6.0)
132.
NL;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Australia friend bila dia mo balék?
Australia
friend bila
dia
mo
balék
return
when 3.SG
want
When does your friend from Australia want to return?
133.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Bila dia pulang=,
Bila
dia
pulang
when 3.SG
return
When she returns,
134.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tiga minggu...macham dia balék lah.
Tiga
minggu macham
dia balék
three
week
like.that
3.SG return
Three weeks or so she returns.
454
lah
EMP
135.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Because dia Singaporean=.
Because dia
Singaporean
3.SG
Because she (is) Singaporean.
136.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Pasair dia tinggal Singapore,
Pasair dia
tinggal Singapore
because 3.SG
live
Because she lives in Singapore,
137.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia kena balék for,
Dia
kena
3.SG
subjected.to
She has to return for,
138.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ini apa?
Ini
apa
this
what
This what?
139.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Chop kan?
Chop kan
NEG
The stamp (on the passport) no?
140.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ah...balék kat Australia lama,
Ah
balék kat
Australia
filler
return PREP
She returned to Australia for a long time,
141.
JQ;
IU
Seven eight years.
142.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Macham lah se-ka se-kali dia kuluair,
Macham
lah
se-ka
se-kali
one-time one-time
like.that
EMP
Like that once in a while she comes out,
balék
return
455
for
lama
long.time
dia
3.SG
kuluair
go.out
143.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Jalan jalan=,
jalan
jalan
walk
walk
Take a walk,
144.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dua tiga minggu=,
Dua
tiga
minggu
two
three
week
Two three weeks,
145.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Satu bulan dia pulang lah.
Satu
bulan dia
pulang lah
one
month 3.SG
return EMP
(After) one month she returns.
146.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Macham lah.
Macham
like.that
Like that.
147.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tapi dia orang tak suka Singapore.
Tapi
dia-orang
tak
suka
but
3-PL
NEG
like
But she doesn't like Singapore.
148.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Manyak panas dia tak boléh tahan.
Manyak panas dia
tak
boléh
many hot
3.SG
NEG
can
She cannot stand that it is very hot.
149.
NL;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia toksa jaga chuchu ah?
Dia
toksa
jaga
chuchu
do.not.need
take.care
grandchild
3.SG
She doesn't have to take care of her grandchildren?
lah
EMP
456
Singapore
tahan
withstand
ah
filler
150.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia tak boléh tahan panas.
Dia
tak
boléh tahan panas
NEG
can
3.SG
withstand
She cannot stand that it is hot.
151.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia sendiri pi jalan suka pi aircon.
Dia
sendiri pi
jalan
suka
pi
aircon
3.SG
self
go
walk
like
go
She herself likes to go to airconditioned places when she walks.
152.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Makan itu foodcourt,
Makan itu
foodcourt
eat
that
Eat at that foodcourt,
153.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dekat tengah jalan foodcourt dia tak masok.
Dekat tengah jalan
foodcourt dia
tak
masok
PREP
middle walk
3.SG NEG
enter
The foodcourt in the middle of the road she doesn't enter.
154.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia
pegi # aircon mia foodcourt.
Dia
pegi
aircon mia
foodcourt
REL
3.SG
go
She goes to foodcourts that are air-conditioned.
155.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Foodcourt foodcourt pun dia seldom,
Foodcourt
foodcourt
pun
dia
also
3.Sg
She also seldom (even goes to) the foodcourt,
156.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia téngok ma=na nia foodcourt.
Dia
téngok mana nia
see
which REL
3.SG
She sees which foodcourt it is.
457
hot
foodcourt
seldom
157.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Takashimaya nia foodcourt ka apa.
Takashimaya
nia
foodcourt
POSS
Takashimaya's foodcourt or what.
158.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Lain nia dia tak pi.
Lain
nia
dia
other
REL
3.SG
Others she does not go.
tak
Neg
159.
NL;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ada apa tak sama?
Ada
apa
tak
NEG
EXIST what
What is different?
sama
same
160.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Hot panas dirty lah.
Hot
panas dirty
hot
Hot, dirty.
lah
EMP
161.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tempat tu ko=tor=.
Tempat tu
kotor
place that
dirty
That place (is) dirty.
162.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Kuluar nia tak bagus kotor.
kuluar nia
tak
bagus kotor
dirty
outside REL
NEG
good
(Those) that are outside are not good, dirty.
163.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia orang sudah biasa macham.
Dia-orang
sudah biasa
already used.to.it
3-PL
She is already used to it like that.
458
ka
or
pi
go
macham
like.that
apa
what
164.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Kita apa court pun ma=sok lah.
Kita
apa
court
pun
what
1.PL
also
We enter whatever court it is.
165.
JQ;
IU
Small court big court,
166.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Sumua ma=sok lah.
Sumua masok lah
all
enter
EMP
All (we) enter.
167.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ada radat,
Ada
radat
Exist
greed.vulgar
(We) have greed (vulgar),
168.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Cher=kek sudah cher=kek lah.
Cherkek
sudah cherkek
eat.vulgar
already eat.coarse
Already eaten (we) eat more.
169.
JQ;
IU
@@@@@@@@@.
170.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Macham lah apa mo bikin,
Macham
lah
apa
mo
what
want
like.that
EMP
Like that what (do we) want to do,
171.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Human being macham lah.
Human being macham
like.that
Human beings are like that.
masok lah
enter
EMP
lah
EMP
459
lah
EMP
bikin
make
172.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Dia sudah biasa,
Dia
sudah biasa
already used.to.it
3.SG
She (is) used to it,
173.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
From young macham,
From young macham
like.that
From young like that,
174.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Kita ini tak ah kita ini chin=chai lah.
Kita
ini
tak
ah
kita
NEG
1.PL
1.PL
this
filler
We (are) not we (are) not fussy.
175.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ma=na pun dudok ma=kan lah.
Mana pun
dudok makan lah
where also
sit
eat
EMP
Anywhere we sit and eat.
176.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Orang panggay makan ma=kan lah.
Orang panggay
makan makan lah
people call
eat
eat
EMP
(If) people call us to eat (we) eat.
177.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ada #...ini saya makan,
Ada
ini
saya
makan
EXIST this
1.SG
eat
(If) there is this, I (will) eat,
178.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Itu tak tau makan.
Itu
tak
tau
makan
know eat
that
NEG
That (you) do not know how to eat.
460
ini chinchai
this not.fussy
lah
EMP
179.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Bodoh mo mampus.
Bodoh mo
mampus
stupid want
EXCLAM.dead
Stupid (until I) want to die. [humorous intent]
180.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Stupid sekali tak tau makan.
Stupid sekali
tak
tau
makan
very
NEG
know eat
Very stupid (if you) do not know how to eat. [humorous intent]
181.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ini tak tau makan,
Ini
tak
tau
makan
this
NEG
know eat
This (you) do not know how to eat,
182.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ada kali kawan pun sama,
Ada
kali
kawan pun
sama
friend also
same
EXIST time
There are times friends (are) also the same,
183.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Nasik ulam dia tak tau makan.
Nasik
ulam
dia
tak
tau makan
cooked.rice
mixed.herbs.anchovies
3.PL
NEG
know eat
Mixed herbs rice with shredded anchovies they do not know how to eat.
184.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Nasik goreng pun tak tau makan.
Nasik
goreng pun
tak
tau
cooked.rice
fry
also
Neg
know
Fried rice too (they) do not know how to eat.
185.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
A=pa nia Peranakan?
Apa
nia
Peranakan
Peranakan
what
REL
What kind of Peranakan? [humorous intent]
461
makan
eat
186.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tak sepekah.
Tak
sepekah
Neg
acceptable
Not proper.
187.
NL;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Aunty Jane suka masak tak?
Aunty Jane
suka
masak
like
cook
Aunty Jane likes to cook?
188.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Su=ka=.
Suka
like
(I) like.
189.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tapi selalu gua chakap,
Tapi
selalu gua
but
always 1.SG
But I always say,
190.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Lain kali kalu gua mati ah,
Lain
kali
kalu
gua
other
time
if
1.SG
Next time if I die,
191.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Kalu chutsi gua tak mo angkat pot.
Kalu
chutsi gua
tak
mo
if
born
1.SG
NEG
want
If reborn I do not want to carry the pot.
192.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tak mo angkat pen.
Tak
mo
angkat pen
want
carry
NEG
I do not want to carry the pen.
tak
NEG
chakap
speak
462
mati
die
ah
filler
angkat pot
carry
193.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Hari hari tak bikin apa,
Hari
hari
tak
bikin
do
day
day
NEG
Everyday (I) do not do anything ,
194.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Ma=sak sahja.
Masak sahja
cook
only
Only cook.
195.
NL;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Angkat pen?
Angkat pen
carry
Carry the pen?
196.
JQ;
Baba Malay IU
Baba Malay words
English gloss
carry
English free translation
Angkat pot pen sumua tak mo.
Angkat pot
pen
sumua tak
all
Neg
want
Carry the pot pen I do not want all.
197.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Mo angkat duit kuluar.
Mo
angkat duit
kuluar
want
carry money out
(I) want to carry money out (when reborn). [humorous intent]
198.
NL;
IU
@@@@@@.
199.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tony gua chakap,
Tony gua
chakap
speak
1.SG
My Tony said,
200.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Tony gua chakap,
Tony gua
chakap
speak
1.SG
My Tony said,
463
apa
what
mo
201.
JQ;
Baba Malay IU
Baba Malay words
English gloss
English free translation
Oh...lu Catholic ada chutsi eh=?
Oh
lu
Catholic
ada chutsi
eh
Filler 2.SG
have born
filler
Oh you Catholic have the concept of rebirth? [humorous intent]
202.
JQ;
Baba Malay IU
@@@@@,
<T=372.70>
464
Pantuns by Albert Ku
The following are pantuns composed by Albert Ku from Malacca. The pantun is a traditional
Malay verse with an abab rhyme scheme. The main message of the pantun is embedded in the
third and fourth lines. Peranakan pantuns often relate to Peranakan subject matters, although it is
interesting that the Malay language is followed closely. Pantuns can be composed on the spot,
exchanged between performers (see verses in C), and sung to a tune called the dondang sayang
‘melody (of) love’. The art of singing pantun to the dondang sayang is endangered, but there are
still cultural associations such as the Gunong Sayang Association in Singapore that preserve this
tradition. The following pantuns were written, and have no recordings associated with them.
A. Apa ada di gunong api
Nampak api merah menjulang
Sudah lama gua tabor budi
Emas juga di pandang orang
1. Apa ada di
gunong
api
what EXIST PREP mountain
fire
‘What exists on top of fire mountain?’
2. Nampak api
merah menjulang
see
fire
red
tower
‘See the towering red fire’
3. Sudah lama
gua tabor budi
already long.time 1.SG sow character
‘I have given my respect for a long time.’
4. Emas juga di-pandang orang
gold also PASS-view people
‘Gold is still looked at by people.’
B. Dari Melaka ka Pulau Daik
Mau beli sakati kerang
Kalau baka pokok itu baik
Ranting jatoh di pungot orang
5. Dari Melaka ka Pulau Daik
from Malacca to Island
‘From Malacca to Daik Island’
6. Mau
beli
sa-kati kerang
want
buy one-catty clam
‘Wanted to buy one catty of clams’
7. Kalau
baka pokok itu
baik
if
lineage tree that good
‘If the lineage of that tree is good’
465
8. Ranting jatoh di
pungot orang
branch
fall
PASS pick.up people
‘A fallen branch will be picked up by people.’
C. Diberi hendak tak hendak
Walau pun si ayer susu
Tahun ini kawinkan anak
Tahun depan timang chuchu
9. Di-beri
hendak tak
hendak
PASS-give want NEG want
‘Given something whether you want it or not’
10. Walau pun si ayer susu
although also PERSON water milk
‘Even though it is a person with milk’
11. Tahun
ini
kawin-kan
anak
child
year
this
marry-TR
‘This year (you) marry off your child’
12. Tahun
depan timbang
chuchu
year
front balance
grandchild
‘Next year (you) balance your grandchild (on
your lap.’
Walau pun si ayer susu
Susu dibeli rumah chek Ah Tan
Tahun depan dapat chuchu
Gua harap chuchu jantan
13. Walau
pun
si
ayer susu
although also Person water milk
‘Even though it is a person with milk’
14. Susu
di-beli rumah
chek Ah Tan
Milk
PASS-buy house
uncle
‘Milk bought from the house of Uncle Ah Tan’
15. Tahun
depan dapat chuchu
year
front get
grandchild
‘Next year (you) get a grandchild.’
16. Gua
harap chuchu
jantan
1.SG
hope grandchild male
‘I hope for a grandson.’
Susu dibeli rumah chek Ah Tan
Beli labu buat kua
17. Susu
di-beli rumah
chek Ah Tan
milk
PASS-buy house
uncle
‘Milk bought from the house of Uncle Ah Tan’
466
Kalau dapat chuchu jantan
Jangan lupa chiah gua
18. Beli
labu
buat kua
buy
pumpkin make gravy
‘Buy pumpkin to make gravy’
19. Kalau
dapat chuchu
jantan
if
get
grandchild male
‘If you get a grandson’
20. Jangan
lupa chiah gua
do.not
forget invite 1.SG
‘Do not forget to invite me.’
D. Apa ada di Gunong Daik
Nampak api merah menjulang
Jika ada budi yang baik
Sampai mati dikenang orang
21. Apa
ada
di
Gunong
what
EXIST PREP mountain
‘What exists on Daik Mountain?’
Daik
22. Nampak api
merah menjulang
see
fire
red
tower
‘See the towering red fire’
23. Jika
ada
budi
yang baik
if
have character REL good
‘If (you) have a good character’
24. Sampai
mati di-kenang
orang
until
die
PASS- reminisce people
‘Until (you) die you will be remembered by
people.’
E. Bibik Tengah sudah pulang
Kena hujan baju basah
Apa guna banyak wang
Kalau tidak berbudi bahasa
Tengah
sudah pulang
25. Bibik
Bibik
middle
already return
‘Middle Bibik has already returned’
26. Kena
hujan baju basah
PASS
rain
clothes wet
‘(She) was rained on (so her) clothes are wet’
27. Apa
guna banyak wang
what
use
many money
‘What is the use of a lot of money?’
467
28. Kalau
tidak ber-budi
bahasa
if
NEG POSS-character respect
‘If (one) does not have a respectable character’
F.
Kain di ikat dengan benang
Letak mari di kayu Jati
Sembilan laut-an dah gua
berenang
Belum dapat kehendak hati
29. Kain
di-ikat dengan
cloth
PASS-tie with
‘Cloth tied with thread’
benang
thread
30. Letak
mari di
kayu jati
place
come PREP wood teak
‘Come to the place with the teak wood’
31. Sembilan laut-an dah
gua berenang
Nine
sea-NMZ already 1.SG swim
‘I have swam nine oceans’
32. Belum
dapat ke-hendak
hati
not.yet
get
NMZ-want
heart
‘I have not gotten what the heart wants’
G. Pergi pasar beli manga
Mangga di beli dari chek Dara
Kalau lu dah berumah tangga
Jangan pulak lupa saudara mara
pasar beli
manga
33. Pergi
go
market buy mango
‘Went to the market to buy mangoes’
34. Mangga di-beli dari Chek Dara
mango
PASS-buy from uncle
‘Mangoes bought from Uncle Dara’
35. Kalau
lu
dah
ber-rumah
tangga
if
2.SG already POSS-house ladder’
‘If you get married’
36. Jangan
pulak lupa saudara
mara
do.not
instead forget relations
relatives
‘Do not forget (your) relatives instead.’
H. Pergi kedei beli arang
Beli juga sa ikat buah
37. Pergi
kedei beli
arang
go
shop buy charcoal
‘Went to a shop to buy charcoal’
Kalau ada di negeri orang
468
Jangan pulak lupa kan gua
juga sa-ikat buah
38. Beli
buy
also
one-tie fruit
‘Also bought a bundle of fruit.’
39. Kalau
ada
di
negeri orang
if
EXIST PREP country people
‘If (you) are in (other) people’s country’
40. Jangan
pulak lupa-kan
do.not
instead forget-TR
‘Do not forget me.’
I.
Sakit jari kena sembilu
Sembilu kena di Tiang Dua
Emak Bapak besar kan lu
Jangan berdusta bila besar
gua
1.SG
41. Sakit
jari
kena sembilu
pain
finger PASS prick
‘Pain in the finger from a prick’
42. Sembilu kena di
prick
PASS PREP
‘Pricked at Pillar Two’
Tiang Dua
pillar two
43. Emak
Bapak besar-kan
mother
father big-TR
‘(Your) parents raised you.’
lu
2.SG
44. Jangan
berdusta
bila
besar
do.not
betray
when big
‘Do not betray them when you are old’
J.
Dari Dali ka Tiong Baru
Mau beli ikan keli
Sekarang ini dunia baru
Cinta di hati mulai sekali
Dali ka
Tiong Baru
45. Dari
From
to
Center New
‘From Dali to New Center’
46. Mau
beli
ikan
want
buy
fish
‘Wanted to buy catfish’
keli
catfish
47. Sekarang ini
dunia baru
now
this
world new
‘Now this is a new world’
48. Cinta
di
hati mulai sekali
love
PREP heart from very
‘Love from the heart is most important.’
469
Appendix C: Vocabulary
Singapore Baba Malay-English
A
a [a] var. of ada
a'us [a.ʔus] var. of ha'us
anak [a.naʔ] (Malay) n child
ancheng [an.tʃəŋ] (Hokkien) n blessing of the marital bed
abis [a.bis] var. of habis
angkat [aŋ.kat] (Malay) v 1) lift 2) hold 3) pick up 4) carry
angin [a.ŋin] (Malay) n wind
abi [a.bi] var. of habis
angpau [aŋ.paw] (Hokkien) n red packet of monetary gift
abu [a.bu] (Malay) n ash
anjing [an.dʒing] (Malay) n dog
ada [a.da] (var. a) (Malay) v 1) have 2) PROG 3) EXIST 4)
PFV 5) COP 6) HAB
adék [a.deʔ] (Malay) n 1) sibling 2) younger sibling der.
ano [a.no] (English) adj anonymous
anting-anting [an.tiŋ-an.tiŋ] (Malay) n earrings
apa [a.pa] (Malay) interrog what amcham , comp. apa
adék beradék
adék beradék [a.deʔ bə.ɾa.deʔ ] (Malay) (der. of adék)
n 1) siblings 2) younger siblings pangkat adek
beradek
cham , comp. apa macham , comp. apa pasal , contr.
apa sair
apa cham [a.pa.tʃam] var. of apa macham
agak [a.ɡaʔ] (Malay) v estimate agak agak
apa macham [a.pa ma.tʃam] (var. apa cham; var.
agak agak [a.ɡaʔ a.ɡaʔ] (Malay) (agak) adv roughly
amcham) (Malay) (comp. of apa, macham) interrog
how
aiya [aj.ja] (Hokkien) EXCLAM annoyance
aiyo [aj.jo] (Hokkien) EXCLAM irritation
apa pasair [a.pa pa.sɛ] refined var. of apa pasal
ajair [a.dʒɛ] refined var. of ajar
apa pasal [a.pa pa.sal] (var. apa pasair) (Malay) (comp.
ajar [a.dʒaɾ] (var. ajair) (Malay) v teach (coarse)
of apa, pasal) interrog why (coarse)
apa sair [a.pa sɛ] (Malay) (contr. of apa, sair 1) interrog
why (refined)
api [a.pi] (Malay) n fire
akair [a.kɛ] refined var. of akar
akar [a.kaɾ] (var. akair) (Malay) n root (coarse)
ala [a.la] (English) EXCLAM regret
arap [a.ɾap] var. of harap
alamak [a.la.maʔ] (English), (Malay) EXCLAM dismay
aloji [a.lo.dʒi] (Portuguese) n 1) small clock 2) wrist watch
arat [a.ɾat] (Malay) n alcohol
amboi [am.boj] source uncertain EXCLAM surprise
arga [aɾ.ɡa] var. of harga
ambun [am.bun] (Malay) n tapioca
ari [a.ɾi] var. of hari comp. mata ari sun
amcham [am.tʃam] var. of apa macham
arimo [a.ɾi.mo] var. of harimo
amék [a.meʔ] (Malay) v take
asam [a.sam] (Malay) 1) n tamarind 2) adj sour
asap [a.sap] (Malay) n smoke
ampun [am.pun] (Malay) 1) v forgive 2) n forgiveness
asién asin [a.sjen asin] (Malay) (der. of asin) adj
-an [-an] (Malay) Nom
470
somewhat salty
asin [a.sin] (Malay) adj salty comp. mulot asin , der.
ati it gor it chap [a.ti it gɔ it tʃap] (Malay), (Hokkien)
ati [a.ti] var. of hati comp. ati baik kind , comp. ati
awan [a.wan] (Malay) n cloud
(id. of ati, it, gor, chap) adj nervous
auban [aw.ban] (Hokkien) adj selfish
asién asin atas [a.tas] (Malay) prep top
busok cruel , comp. jantong ati beloved , id. ati it
ayam [a.jam] (Malay) n chicken comp. mulot pantat
gor it chap nervous
ayam
ati baik [a.ti bajʔ] (Malay) (comp. of ati, baik) adj kind
ayé [a.je] (Malay) n water mata ayé , comp. buang ayé ,
ati busok [a.ti bu.soʔ] (Malay) (comp. of ati, busok) adj
cruel
ayi [a.ji] source uncertain EXCLAM surprise
comp. buang ayé besair , comp. buang ayé kechik
B
ba [ba] (Hokkien) (contr. of Baba) n son
bangkuang [baŋ.kwaŋ] (Hokkien) n turnip
bapak [ba.paʔ] (var. baba) (Malay) n father mak bapak
ba'u [ba.ʔu] (Malay) n smell
barang [ba.ɾaŋ] (Malay) n thing
baba [ba.ba] var. of bapak
Baba [ba.ba] (Hokkien) n 1) Peranakan male 2) son contr.
ba
baring [ba.ɾiŋ] (Malay) v lie down
baru [ba.ɾu] (Malay) 1) adj new 2) adv just
basi [ba.si] (Malay) adj stale
babi [ba.bi] (Malay) n pig
batang [ba.taŋ] (Malay) clf long and thin
bacha [ba.tʃa] (Malay) v read
batu [ba.tu] (Malay) 1) n rock 2) n stone 3) n cave
badan [ba.dan] (Malay) n body
bau [baw] var. of bahu
bagi [ba.ɡi] (Malay) adv similar to
bagus [ba.ɡus] (Malay) interj good
bawah [ba.wah] (Malay) prep under
bahu [ba.hu] (var. bau) (Malay) n shoulder
bawang [ba.waŋ] (Malay) n onion
bawak [ba.waʔ] (Malay) v bring
bahasa [ba.ha.sa] (Malay) n language
baik [bajʔ] (Malay) adj good comp. ati baik , comp. naik
baik
bayair [ba.jɛ] refined var. of bayar
bayang [ba.jaŋ] (Malay) n shadow
baju [ba.dʒu] (Malay) n clothes
bayar [ba.jaɾ] (var. bayair) (Malay) v pay (coarse)
bakair [ba.kɛ] refined var. of bakar
bedék [bə.deʔ] (Malay) v pummel
bakar [ba.kaɾ] (var. bakair) (Malay) v burn (coarse)
bédék [be.deʔ] (Malay) v tell a lie
bakol [ba.kol] (Malay) n basket
bég [beʔ] (English) n bag
balay-balay [ba.le-ba.le] Indonesian n resting platform
begitu [bə.ɡi.tu] (var. gitu) (Malay) adv like that contr.
balék [ba.leʔ] (Malay) 1) v return 2) v turn over 3) adv
back 4) adv again
bangkit [baŋ.kit] (Malay) n coconut cookie
belachu [bə.la.tʃu] (Malay) n unbleached cotton outfit
used for mourning
belah [bə.lah] (Malay) prep side
begi [bə.ɡi] (Malay) (contr. of begitu) adv like that
baku [ba.ku] (Malay) adj standard
baldi [bal.di] (Malay) n pail
471
begi
belair [bə.lɛ] refined var. of belas
beruba [bə.ɾu.ba] (Malay) v repent
berus [bə.ɾus] (English) v brush
belajar [bə.la.dʒaɾ] (var. belajair) (Malay) v learn
(coarse)
belakang [bə.la.kaŋ] (Malay) prep behind
besair [bə.sɛ] refined var. of besar comp. buang ayé
belajair [bə.la.dʒɛ] var. of belajar
besair defecate
belanda [bə.lan.da] (Malay) 1) n (Dutch) 2) adj (Dutch)
comp. kuching belanda
besar [bə.saɾ] (var. besair) (Malay) adj big
besi [bə.si] (Malay) n iron
bésok [be.soʔ] (Malay) adv tomorrow
belangkat [bə.laŋ.kat] (Malay) v crawl
belanja [bə.lan.dʒa] (Malay) v 1) spend 2) treat
belas [bə.las] (refined var. belair) (Malay) cardnum ten
(coarse)
beli [bə.li] (Malay) v buy
beliak [bə.ljaʔ] (Malay) v glare mata beliak
betol [bə.tol] (Malay) 1) adj correct 2) adj true 3) adv
really
biasa [bja.sa] (Malay) adj used to it
bibik [bi.biʔ] (Malay) n older Peranakan woman
bijik [bi.dʒiʔ] (Malay) 1) clf small and round 2) n seed
comp. bijik mata
belién [bə.ljen] (Malay) n diamond
bijik mata [bi.dʒiʔ ma.ta] (Malay) (comp. of bijik,
bélok [be.loʔ] (Malay) v turn
mata) n favourite child
belom [bə.lom] (Malay) adv 1) not yet 2) before
bikin [bi.kin] Indonesian v 1) make 2) do
benair [bə.nɛ] refined var. of benal
bila [bi.la] (Malay) adv when
benal [bə.nal] (var. benair) (Malay) adj rational (coarse)
bilang [bi.laŋ] (Malay) v tell
béngok [be.ŋoʔ] (Malay) adj twisted comp. mulot
bilis [bi.lis] (Malay) n anchovy
bengis [bə.ŋis] (Malay) 1) adj fierce 2) adj serious
bilék [bi.leʔ] (Malay) n room
bini [bi.ni] (Malay) n wife
béngok
bérak [be.ɾaʔ] (Malay) v defecate
binpo [bin.po] (Hokkien) n handkerchief
berapa [bə.ɾa.pa] (Malay) 1) interrog how many 2) adv
some
berat [bə.ɾat] (Malay) adj heavy comp. mulot berat
bising [bi.siŋ] (Malay) adj noisy
bintang [bin.taŋ] (Malay) n star
beramay [bə.ɾa.me] (Malay) adj crowded
berenang [bə.ɾə.naŋ] (Malay) v swim
bocho [bo.tʃo] (Malay) adj leaky comp. mulot bocho
bodoh [bo.doh] (Malay) adj stupid comp. buat bodoh
bohong [bo.hoŋ] (Malay) n lie
bergerak [bəɾ.ɡə.ɾaʔ] (Malay) v move
boik [bojk] (Hokkien) n socks
bergetair [bəɾ.ɡə.tɛ] refined var. of bergetar
bergetar [bəɾ.ɡə.taɾ] (var. bergetair) (Malay) v tremble
(coarse)
berkelay [bəɾ.kə.le] (Malay) v quarrel
berléiléi [bəɾ.lej.lej] (Malay) v drip
bok-bok [boʔ-boʔ] (Hokkien) (contr. of embok-embok)
n traditional Peranakan elder
boléh [bo.leh] (Malay) v can bongsu [boŋ.su] (Malay)
adj youngest (only for familial relations)
botak [bo.taʔ] (Malay) adj bald
botol [bo.tol] (English) n bottle
bersi [bəɾ.si] (Malay) v clean
bertengkair [bəɾ.təŋ.kɛ] refined var. of bertengkar
bertengkar [bəɾ.təŋ.kaɾ] (var. bertengkair) (Malay) v
argue (coarse)
beruang [bə.ɾwaŋ] (Malay) n bear
472
bresi [bɾe.si] var. of bersi
buah [bwah] (Malay) n fruit
buang [bwaŋ] (Malay) v throw comp. buang ayé , comp.
buang ayé besair , comp. buang ayé kechik , comp.
buang buang , comp. buang mata , comp. buang
mulot , comp. buang sebelah , comp. buang segan ,
buat suay [bwat swe] (Malay), (Hokkien) (comp. of
comp. buang tebiét
buat, suay) v cause misfortune
buat tak dengair [bwat taʔ dəŋ.ɛ] (Malay) (comp. of
buang ayé [bwaŋ a.je] (Malay) (comp. of buang, ayé) v
urinate
buang ayé besair [bwaŋ a.je bə.sɛ] (Malay) (comp. of
buat, tak, dengair) v pretend to not hear
bubor [bu.bɔ] (Hokkien) n porridge
buang, ayé, besair) v defecate
budak [bu.daʔ] (Malay) n child
buang ayé kechik [bwaŋ a.je kə.chiʔ] (Malay) (comp.
budi [bu.di] (Malay) n character
of buang, ayé, kechik) v urinate
bukak [bu.kaʔ] (Malay) v open
buang buang [bwaŋ bwaŋ] (Malay) (comp. of buang) v
exorcise
buang mata [bwaŋ ma.ta] (Malay) (comp. of buang,
buang mulot [bwaŋ mu.lot] (Malay) (comp. of buang,
bukak kun [bu.kaʔ kun] (Malay), (Hokkien) n bride's
assistant for kneeling and general help
bukan [bu.kan] (var. kan) (Malay) 1) interj no 2) Neg
(noun)
bukit [bu.kit] (Malay) n hill
buang sebelah [bwaŋ sɘ.bə.lah] (Malay) (comp. of
bulan [bu.lan] (Malay) n 1) moon 2) month
mata) v keep an eye on someone or something
mulot) v convey by speaking (as opposed to writing)
buku [bu.ku] (Malay) n book
buang) adv aside from
bulat [bu.lat] (Malay) adj round
segan) v stretch upon waking up
bunbong [bun.boŋ] (Malay) n roof
buang segan [bwaŋ sə.ɡan] (Malay) (comp. of buang,
bulu [bu.lu] (Malay) n 1) feather 2) fine hair
buang tebiét [bwaŋ tə.bjet] (Malay) (comp. of buang,
bunchit [bun.tʃit] (Malay) n distended .stomach
bunga [bu.ŋa] (Malay) n flower
terbiat) v throw tantrum
buat [bwat] (Malay) v 1) do 2) make comp. buat bodoh ,
bungkus [buŋ.kus] (Malay) n bundle
comp. buat mahal , comp. buat malu , comp. buat
bunoh [bu.noh] (Malay) v kill
mungka , comp. buat suay , comp. buat tak dengair
buntot [bun.tot] (Malay) n 1) tail 2) backside
bodoh) v feign ignorance
burok [bu.ɾoʔ] (Malay) adj ugly
buat bodoh [bwat bo.doh] (Malay) (comp. of buat,
bunyi [bu.ɲi] (Malay) n sound
buat mahal [bwat ma.hal] (Malay) (comp. of buat,
burong [bu.ɾoŋ] (Malay) n bird
mahal) v play hard to get
busok [bu.soʔ] (Malay) adj smelly comp. ati busok ,
buat malu [bwat ma.lu] (Malay) (comp. of buat, malu)
v cause embarrassment
buat mungka [bwat muŋ.ka] (Malay) (comp. of buat,
comp. mulot busok
buta [bu.ta] (Malay) adj blind
mungka) v be sour-faced
C
chabot [tʃa.bot] (Malay) v pull out
chaiyen [tʃaj.jen] (Hokkien) n jelly
chakap [tʃaj.kap] (Malay) v speak
chaiki [tʃaj.ki] (Hokkien) n banner
chakiak [tʃa.kjaʔ] (Hokkien) n clogs
chaiteng [tʃaj.təŋ] (Hokkien) n nunnery that serves
vegetarian food
cham 1 [tʃam] (Hokkien) v observe
473
cham 2 [tʃam] (Malay) (contr. of macham) adv like
champor [tʃam.por] (Malay) v mix
chilaka [tʃi.la.ka] Javanese EXCLAM cursed one
chim [tʃim] (Hokkien) n father's younger brother's wife
changkay [tʃaŋ.ke] (Malay) n cup
China [tʃi.na] (Malay) adj Chinese
chanab [tʃa.nab] (Hokkien) n decorative altar stand
chin [tʃin] (Hokkien) adj close to one another
chanték [tʃan.teʔ] (Malay) adj beautiful
chinchai [tʃin.tʃaj] (Hokkien) adj not fussy
charék [tʃa.ɾeʔ] (Malay) v find
chingkay [tʃiŋ.ke] (Hokkien) n 1) parent-in-law 2) fatherin-law (indirect address)
chit [tʃit] (Hokkien) cardnum seven
chap [tʃap] (Hokkien) cardnum ten id. ati it gor it chap
chau [tʃaw] (Hokkien) n elder sister's husband
chaukah [tʃaw.kah] (Hokkien) n bad sport
chaukuan [tʃaw.kwan] (Hokkien) n bad type of person
chay [tʃe] (Hokkien) n beginning of lunar month
chay-em [tʃe.əm] (Hokkien) n mother-in-law (indirect
address)
chék [tʃeʔ] (Hokkien) n father's younger brother
chék-gong [tʃeʔ-ɡoŋ] (Hokkien) n grandfather's younger
brother
chekék [tʃə.keʔ] (Malay) v strangle
chelop [tʃə.lop] (Malay) v dip in dye
chinchang [tʃin.tʃaŋ] (Malay) v mince
chiwan [tʃi.wan] source unknown n toilet
cho [tʃo] (Hokkien) n 1) great-grandparent 2) greatgrandmother mak-cho , comp. gong-cho
cho-cho [tʃo-tʃo] (Hokkien) n great-grandmother
cho-gong [tʃo-ɡoŋ] (Hokkien) n great-grandfather
cho-po [tʃo-po] (Hokkien) n great-grandaunt
chobak [tʃo.baʔ] (Malay) v taste
chobék [tʃo.beʔ] (Malay) adj long-jawed
chonténg [tʃon.teŋ] (Malay) v draw
chepat [tʃə.pat] (Malay) adj quick
chu-lang [tʃu.laŋ] (Hokkien) n bridegroom's family's host
chepuat [tʃə.pwat] (Hokkien) n family
chuchi [tʃu.tʃi] (Malay) v wash
cherdék [tʃəɾ.deʔ] (Malay) adj streetwise
chuchu [tʃu.tʃu] (Malay) n grandchild
cherita [tʃə.ɾi.ta] (Malay) n story
chuikuéh [tʃwi.kweh] (Hokkien) n rice cake
cherkek [tʃəɾ.keʔ] (Malay) v eat (vulgar)
chukop [tʃu.kop] (Malay) adv enough
cherki [tʃəɾ.ki] (Hokkien) n Peranakan card game
chupak [tʃu.paʔ] (Malay) clf cylindrincal measure of
quarter gallon of rice
chutsi [tʃut.si] (Hokkien) n birth
chia [tʃja] (Hokkien) n car
chiam [tʃjam] (Hokkien) n divination stick
chichi [tʃi.tʃi] (Malay) n great-grandchild
D
dadair [da.dɛ] refined var. of dadar
dalam [da.lam] (Malay) prep inside
dadar [da.daɾ] (var. dadair) (Malay) n omelette (coarse)
daoun [da.own] (Malay) n leaves
dagin [da.gin] (Malay) n meat
dapat [da.pat] (Malay) v 1) get 2) receive
dapor [da.pɔ] (Malay) n kitchen
dahi [da.hi] (var. dai) (Malay) n forehead
darah [da.ɾah] (Malay) n blood comp. naik darah
dai [daj] var. of dahi
dari [da.ɾi] (Malay) prep from
474
datang [da.taŋ] (Malay) v come
diluar [di.lwaɾ] (var. duluar) (Malay) (comp. of di,
degil [də.ɡil] (Malay) adj stubborn
keluar) prep outside
diri [di.ɾi] (Malay) v stand
dekat [də.kat] (var. kat) (Malay) 1) prep at 2) prep near 3)
prep Prep
dit [dit] var. of duit
dengair [də.ŋɛ] refined var. of dengar comp. buat tak
dondang [don.daŋ] n melody
dengair pretend to not hear
dua [dwa] (Malay) cardnum two
dengar [də.ŋaɾ] (var. dengair) (Malay) v listen (coarse)
dudok [du.doʔ] (Malay) v 1) sit 2) stay
depan [də.pan] (Malay) prep front
duit [dwit] (var. dit) (Dutch) n money
di [di] (Malay) prep Prep comp. diluar
dulu [du.lu] (Malay) adv 1) before 2) long ago 3) first
dia [dja] (Malay) 1) pro 3.SG; 2) pro 3.PL
duluar [du.lwaɾ] var. of diluar
diam [djam] (Hokkien) adj quiet
dunya [du.ɲa] (Arabic) n world comp. mulot dunya
diam diam [djam djam] (Hokkien) adv quietly
dia-orang [dja-o.ɾaŋ] (Malay) 3. PL pro
E
éh [eh] source unknown EXCLAM jibe
embar-embar [əmbaɾ-əmbaɾ] (Malay) adj half-cooked
(coarse)
embok-embok [əm.boʔ-əm.boʔ] (Hokkien) n traditional
ékor [e.kor] (Malay) clf animal
éla [e.la] var. of helay
em [əm] (Malay) n 1) father's elder brother's wife 2) old
aunty sangkék-em
embair-embair [əmbɛ-əmbɛ] (Malay) adj half-cooked
(refined)
Peranakan elder contr. bok-bok
empat [əm.pat] (Malay) cardnum four
enam [e.nam] (Malay) cardnum six
eng- [əŋ] (Hokkien) honorific prefix for familial relations
G
gaga [ɡa.ɡa] (Hokkien) adj daring
garang [ɡa.ɾaŋ] (Malay) adj fierce
gasak [ɡa.saʔ] (Malay) v guess
gambair [ɡam.bɛ] refined var. of gambar gambar
[ɡam.baɾ] (var. gambair) (Malay) n picture (coarse)
ganjil [ɡan.jil] (Malay) adj odd-numbered
gantang [ɡan.taŋ] (Malay) clf cylindrical measure of one
gallon of rice
gantong [ɡan.toŋ] (Malay) v hang
gaou [ɡa.ow] (Malay) v mix
garam [ɡa.ɾam] (Malay) n salt
475
gatair [ɡa.tɛ] refined var. of gatal comp. mulot gatair
uncontrollable mouth
gatal [ɡa.tal] (var. gatair) (Malay) adj itchy (coarse)
gau [gaw] (Hokkien) cardnum nine
gaya [ɡa.ja] (Malay) v splurge
gedebak-gedebuk [ɡə.də.baʔ-ɡə.də.buʔ] (Malay)
onomatopoia thudding of the heart
gedebang-gedebong [ɡə.də.baŋ-ɡə.də.boŋ] (Malay)
gelap [ɡə.lap] (Malay) adj dark comp. mata gelap
gong-cho [ɡoŋ-tʃo] (Hokkien) (comp. of gong, cho) n
ancestors
gonggong [ɡoŋ-ɡoŋ] (Malay) v bark
gemoh [ɡə.moh] (Malay) v sun dry
gorblok [ɡɔ.bloʔ] Indonesian adj stupid
onomatopoeia loud noises
gelang [ɡə.laŋ] (Malay) n bracelet
geléték [ɡə.le.teʔ] (Malay) v tickle comp. naik geléték
gor [ɡɔ] (Hokkien) cardnum five id. ati it gor it chap
gemok [ɡə.moʔ] (Malay) adj fat
goréng [ɡo.ɾeŋ] (Malay) v fry
geram [ɡə.ɾam] (Malay) adj furious comp. naik geram
gostan [ɡo.stan] (English) v reverse
gerang [ɡə.ɾaŋ] (Malay) n enthusiasm
goyang [ɡo.jaŋ] (Malay) 1) vi rock 2) vt shake
gerja [ɡəɾ.dʒa] (var. greja) (Portuguese) n church
greja [ɡɾə.dʒa] var. of gerja
gerong [ɡə.ɾoŋ] (Malay) v scratch
gretak [ɡɾə.taʔ] var. of gertak
gertak [ɡəɾ.taʔ] (var. gretak) (Malay) v threat
gua [ɡwa (coarse)] (Hokkien) pro 1.SG
gigi [ɡi.ɡi] (Malay) n tooth
guék [ɡweʔ] (Hokkien) n lunar month
gigit [ɡi.ɡit] (Malay) v bite
gugol [ɡu.ɡol] (Malay) n dried fruit
gila [ɡi.la] (Malay) adj mad comp. naik gila
gui [ɡwi] (Hokkien) v kneel
gitu [ɡi.tu] var. of begitu
gula [ɡu.la] (Malay) n sugar
gonchang [ɡon.tʃaŋ] (Malay) v shake
guna [ɡu.na] (Malay) 1) v use 2) n use
gong [ɡoŋ] (Hokkien) 1) n grandparent 2) grandfather
gunong [ɡu.noŋ] (Malay) n mountain
comp. gong-cho
H
ha'us [ha.ʔus] (var. a'us) (Malay) adj 1) thirsty 2) worn out
habis [ha.bis] (var. abis; var. abi) (Malay) 1) v finish 1.1)
adv finish 2) conn finish
hak [haʔ] (Hokkien) adj suitable
halo [ha.lo] (Malay) v chase away
hia [hja] (Hokkien) n elder brother
hidong [hi.doŋ] (var. idong) (Malay) n nose
hijo [hi.dʒo] (var. ijo) (Malay) adj green
hilang [hi.laŋ] (Malay) v lose
hitam [hi.tam] (var. itam) (Malay) adj black
hantok [han.toʔ] (Malay) v bang
ho [ho] (Hokkien) adj good
harap [ha.ɾap] (var. arap) (Malay) v hope
hari [ha.ɾi] (var. ari) (Malay) n day tengah hari
homia [ho.mja] (Hokkien) interj good life (comp. of ho,
mia)
hormat [hoɾ.mat] (var. ormat) (Malay) v respect
hati [ha.ti] (var. ati) (Malay) n 1) heart 2) liver
hu [hu] (Hokkien) n amulet
hauli [haw.li] (Hokkien) n female mourner
huantiok [hwan.tjoʔ] (Hokkien) v meet ill spiritual forces
héran [he.ɾan] (Malay) v wonder
huésio [hwe.sjo] (Hokkien) n monk
harga [haɾ.ɡa] (var. arga) (Sanskrit) n price
harimo [ha.ɾi.mo] (var. arimo) (Malay) n tiger
horpau [hoɾ.paw] (var. orpau) (Hokkien) n purse
haulam [haw.lam] (Hokkien) n male mourner
huahi [hwa.hi] (Hokkien) adj happy
helay [hə.le] (var. lay; var. éla) (Malay) clf sheet
huat [hwat] (Hokkien) v 1) expand 2) prosper
476
hujan [hu.dʒan] (var. ujan) (Malay) n rain
huyi [hu.ji] (Hokkien) n fishball
hutan [hu.tan] (var. utan) (Malay) n jungle
I
idong [i.doŋ] var. of hidong
intan [in.tan] (Malay) n diamond chip
iris [i.ɾis] (Malay) v slice
ijo [i.dʒo] var. of hijo
isi [i.si] (Malay) n flesh
ikan [i.kan] (Malay) n fish comp. mata ikan
it [it] (Hokkien) cardnum one id. ati it gor it chap
ikat [i.kat] (Malay) v tie
itam [i.tam] var. of hitam
ikot [i.kot] (Malay) v follow
ilang [i.laŋ] (Malay) v lose
iték [i.teʔ] (Malay) n duck
ingat [i.ŋat] (Malay) v 1) remember 2) think
itu [i.tu] (Malay) dem that contr. tu
ini [i.ni] (Malay) dem this contr. ni
J
ja.ou [dʒa.ow] (Malay) adj far
jatoh [dʒa.toh] (Malay) v 1) fall 2) drop
jawab [dʒa.wab] (Malay) v answer
jadi [dʒa.di] (Malay) v 1) happen 2) become
jaga [dʒa.ɡa] (Malay) v 1) guard 2) take care of someone
or something
jahat [dʒa.hat] (Malay) adj evil comp. mulot jahat
jait [dʒajt] (Malay) v sew
ji [dʒi] (Hokkien) cardnum two
jin [dʒin] (Hokkien) v recognize
jinak [dʒi.naʔ] (Malay) adj tame
jodoh [dʒo.doh] (Malay) n match of love
jalan [dʒa.lan] (Malay) v walk tengah jalan
jogét [dʒo.ɡet] (Malay) v stylised dance
jam [dʒam] (Malay) n 1) time 2) hour
juair [dʒwɛ] refined var. of jual
jambu [dʒam.bu] (Malay) n Syzygium fruit (pink)
jangan [dʒa.ŋan] (Malay) adv do not
jual [dʒwal] (var. juair) (Malay) v sell (coarse)
jantong [dʒan.toŋ] (Malay) n heart comp. jantong ati
jugak [dʒu.ɡaʔ] (Malay) adv also
judi [dʒu.di] (Malay) v gamble
jantan [dʒan.tan] (Malay) n male
jantong ati [dʒan.toŋ a.ti] (Malay) (comp. of jantong,
juling [dʒu.liŋ] (Malay) adj squinty comp. mata juling
jarang [dʒa.ɾaŋ] (Malay) adv seldom
jumpa [dʒum.pa] (Malay) v meet
ati) n beloved
jari [dʒa.ɾi] (Malay) n finger
jati [dʒa.ti] (Malay) 1) n teak 2) adj pure
477
jumoh [dʒu.moh] (Malay) v dry in the sun
K
ka [ka] (Hokkien) conn or
katék [ka.teʔ] (Hokkien) adj short
kawan [ka.wan] (Malay) n friend
kabair [ka.bɛ] refined var. of kabar
kabar [ka.baɾ] (var. kabair) (Arabic) n news (coarse)
kacho [ka.tʃo] (Malay) v disturb
kawin [ka.win] (Hokkien) v marry
kaya 1 [ka.ja] (Malay) adj rich
kaya 2 [ka.ja] (Hokkien) n coconut jam
kachua [ka.tʃwa] (Hokkien) n cockroach
kayu [ka.ju] (Malay) n wood
kain [kajn] (Malay) n cloth
kebaya [kə.ba.ja] (Malay) n traditional blouse
kaki [ka.ki] (Malay) n 1) leg 2) friend
kebun [kə.bun] (Malay) n garden
kala [ka.la] (Malay) n time sinjakala
kechik [kə.tʃiʔ] (Malay) adj small comp. buang ayé
kalah [ka.lah] (Malay) v lose (opposed to win)
kechik keday [kə.de] (Malay) n shop
kalang-kabot [ka.laŋ-ka.bot] (Malay) v fumble
kejair [kə.dʒɛ] refined var. of kejar
kali [ka.li] (Malay) n time
kejar [kə.dʒaɾ] (var. kejair) (Malay) v chase (coarse)
kalo [ka.lo] var. of kalu
kejut [kə.dʒut] (Malay) adj shock
kalu [ka.lu] (var. kalo) (Malay) conn if
kék [keʔ] (English) n cake
kambing [kam.biŋ] (Malay) n 1) goat 2) sheep
kéksim [keʔ.sim] (Hokkien) adj unhappy
kampong [kam.poŋ] (Malay) n village
kelaka [kə.la.ka] (Malay) v joke
kamsiah [kam.sjah] (Hokkien) interj thank you
kelék.kelék [kəleʔ.kəleʔ] (Malay) v blink
kamtiok [kam.tjoʔ] (Hokkien) v develop an illness
keluak [kə.lwaʔ] (Malay) n Pangium.edule (black fruit
with hard shell)
keluar [kə.lwaɾ] (refined var. kuluair; var. kuluar)
kamwan [kam.wan] (Hokkien) adj satisfied
kan [kan] var. of bukan
(Malay) v go out (coarse) comp. diluar
-kan [kan] (Malay) Tr
kemair [kə.mɛ] refined var. of kemas
kanan [ka.nan] (Malay) adv right
kangkong [kaŋ.koŋ] (Malay) n water spinach
kemantin [kə.man.tin] (Malay) n bride
kemas [kə.mas] (var. kemair) (Malay) v tidy (coarse)
kapair [ka.pɛ] refined var. of kapal
kena [kə.na] (Malay) 1) v Pass 2) v subjected to
kapal [ka.pal] (var. kapair) (Malay) n ship (coarse)
kenair [kə.nɛ] (Malay) v (refined var. kenal)
kasair [ka.sɛ] refined var. of kasar
kasar [ka.saɾ] (var. kasair) (Malay) adj coarse (coarse)
kasi [ka.si] Indonesian v 1) give 2) let 3) cause 4) PASS
kasot [ka.sot] (Malay) n shoe
kenal [kə.nal] (Malay) v know a person (coarse)
kenang [kə.naŋ] (Malay) v reminisce
kenonay [kə.no.ne] source unclear adj proper
kenyang [kə.ɲaŋ] (Malay) adj full from eating
kepala [kə.pa.la] (Malay) n head
kat [kat] var. of dekat
kepék [kə.peʔ] (Malay) v pinch
kata [ka.ta] (Malay) v say
478
kepéng [kə.peŋ] (Malay) clf piece
kreja [kɾə.dʒa] var. of kerja
kepok [kə.poʔ] (Malay) n box
ku 1 [ku] (Hokkien) n tortoise
kerair [kəɾɛ] refined var. of keras
ku 2 [ku] (Hokkien) n mother's brother comp. ku-ku
keras [kəɾas] (var. kerair) (Malay) adj hard (coarse)
kerekot [kə.ɾe.kot] (Malay) adj bent and curled up
keréta [kə.ɾe.ta] (Malay) n car
kering [kə.ɾiŋ] (Malay) 1) n hay 2) adj dry comp. mulot
kering
kerja [kəɾ.dʒa] (var. kreja) (Malay) 1) v work 2) n work
kerosi [kə.ɾo.si] (Malay) n chair
ku-ku [ku-ku] (Hokkien) (comp. of ku 2) n mother's eldest
brother
kua 1[kwa] (Malay) n gravy
kua 2 [kwa] (Hokkien) n father-in-law
kuat [kwat] (Hokkien) adj strong
kuatay [kwa.te] (Malay) v worry kuching [ku.tʃiŋ]
(Malay) n cat comp. kuching belanda , comp. mata
kuching
kertair [kəɾ.tɛ] refined var. of kertas
kuching belanda [ku.tʃiŋ bəlanda] (Malay) (comp. of
kertas [kəɾ.tas] (var. kertair) (Malay) n paper (coarse)
ketawa [kə.ta.wa] (Malay) v laugh
kuching, belanda) n rabbit
kuda [ku.da] (Malay) n horse
ketok [kə.toʔ] (Malay) v knock
kudut [ku.dut] (Malay) adj crumpled
kiam [kjam] (Hokkien) adj stingy
kuéh-yi [kweh-ji] (Hokkien) (comp. of kuéh, yi 1) n
glutinous rice balls
kuku [ku.ku] (Malay) n fingernail
kuéh [kweh] (Hokkien) n traditional cakes comp. kuéh-yi
kéwat [ke.wat] source unknown adj fussy
kiamchai [kjam.chaj] (Hokkien) n preserved vegetables
kiamsiap [kjam.sjap] (Hokkien) adj miserly
kukus [ku.kus] (Malay) v steam
kiasai [kjasaj] (Hokkien) n 1) son-in-law 2) groom
kulit [ku.lit] (Malay) n skin
kim [kim] (Hokkien) n mother's brother's wife
kipas [ki.pas] (Malay) n fan
kuluair [ku.lwɛ] refined var. of keluar
ko 1 [ko] (Hokkien) n father's sister mak-ko
kun 1 [kun] (Hokkien) n skirt
kuluar [ku.lwaɾ] var. of keluar
kita [ki.ta] (Malay) pro 1.PL
ko 2 [ko] (Hokkien) n elder brother (non-familial)
kun 2 [kun] var. of pun
kochék [ko.tʃeʔ] (Malay) n pocket
kunang [ku.naŋ] source unclear adj under the influence of
black magic
kuning [ku.niŋ] (Malay) adj yellow
kodok [ko.doʔ] (Malay) n frog
koktok [kɔʔ.tɔʔ] (Hokkien) v ill-treat
kolomi [ko.lo.mi] (Hokkien) n type of noodles
kuntum [kun.tum] (Malay) clf bloom
konchi [kon.tʃi] (Malay) n key
kupas [ku.pas] (Malay) v peel
kopék [ko.peʔ] (Hokkien) v peel
kuping [ku.piŋ] (Portuguese) n ear
kopi [ko.pi] (Hokkien) n coffee
kupu-kupu [ku.pu-ku.pu] (Malay) n butterfly
kopiah [ko.pjah] source unknown n hat
kura-kura [ku.ɾa-ku.ɾa] (Malay) n tortoise
kopiau [ko.pjaw] (Hokkien) n paternal cousins
kurang [ku.ɾaŋ] (Malay) adv less
kotor [ko.toɾ] (Malay) adj dirty
kuro [ku.ɾo] (Malay) n threadfin fish
koya [ko.ja] (Malay) n green bean cookies
kurus [ku.ɾus] (Malay) adj thin
koyak [ko.jaʔ] (Malay) adj torn
kus semangat [kus sə.ma.ŋat] (Malay) EXCLAM cry to a
479
kuya [ku.ja] (Hokkien) n groom's boy assistant
dead spirit
L
labi-labi [la.bi-la.bi] (Malay) n turtle
lagik [la.ɡiʔ] (Malay) 1) adv more 2) adv still 3) adv again
lebéh [lə.beh] (Malay) adv more
léihéi [lej.hej] (Malay) n neck
lagu [la.ɡu] (Malay) n song
lekair [lə.kɛ] refined var. of lekas
lah [lah] (Hokkien) prt EMP
lekas [lə.kas] (var. lekair) (Malay) adj quick (coarse)
lain [lajn] (Malay) adv other
lelaki [lə.la.ki] (Malay) n boy contr. laki
lak [laʔ] (Hokkien) cardnum six
lemak [lə.maʔ] (Malay) adj cooked in coconut milk comp.
laki [la.ki] (Malay) (contr. of lelaki) n husband
naik lemak
lalu [la.lu] (Malay) v pass
lembéh [ləm.beh] (Malay) adj soft
lama [la.ma] (Malay) adj long time
lembu [ləm.bu] (Malay) n cow comp. mata lembu
lambat [lam.bat] (Malay) adj late
lembut [ləm.but] (Malay) adj supple
lambong [lam.boŋ] (Malay) v toss
lémo [le.mo] (Malay) n lemon
lampu [lam.pu] (Dutch) n lamp
lentang [lən.taŋ] (Malay) v fall backwards
lanchang [lan.tʃaŋ] (Malay) adj fluent
lepas [lə.pas] (Malay) prep after
langgair [laŋ.ɡɛ] refined var. of langgar
letak [lə.taʔ] (Malay) v park
langgar [laŋ.ɡaɾ] (var. langgair) (Malay) v crash (coarse)
letay [lə.te] (Malay) adj exhausted
langkék [laŋ.keʔ] (Hokkien) n guest
lichin [li.tʃin] (Malay) adj smooth
lantay [lan.te] (Malay) n floor
lihai [li.haj] (Hokkien) adj cunning
langit [la.ŋit] (Malay) n sky
liar [ljaɾ] (Malay) n wildness
langsong [laŋ.soŋ] (Malay) adv straightaway
lidah [li.dah] (Malay) n tongue
lima [li.ma] (Malay) cardnum five
lapair [la.pɛ] refined var. of lapar
lio [ljo] (Malay) n saliva
lapan [la.pan] (Malay) cardnum eight
lapar [la.paɾ] (var. lapair) (Malay) adj hungry (coarse)
lapchai [lap.tʃaj] (Hokkien) n wedding gift exchange
ceremony
lari [la.ɾi] (Malay) v run
lipat [li.pat] (Malay) v fold
lobang [lo.baŋ] (Malay) n hole
lochéng [lo.tʃeŋ] (Hokkien) n bell
logong [lo.ɡoŋ] (Malay) v carry baby
lauk [lawʔ] (Malay) n cooked food
lompat [lom.pat] (Malay) v jump
lawa [la.wa] (Malay) adj stylish lawan [la.wan] (Malay)
v race
lontong [lon.toŋ] (Malay) n rice cake served in spicy
gravy
lor [lor] (Hokkien) EMP
longkang [loŋ.kaŋ] (Malay) n drain
laut [lawt] (Malay) n 1) sea 2) pond
lay [le] var. of helay
loténg [lo.teŋ] (Hokkien) adv upstairs
lebat [lə.bat] (Malay) adj heavy
lu [lu] (Hokkien) pro 2.SG
480
luan [lwan] (Hokkien) adj messy
lun-guék [lun gweʔ] (Hokkien) n intercalary month
lupa [lu.pa] (Malay) v forget
luka [luka] (Malay) 1) adj wounded 2) n wound
lun [lun] (Hokkien) adj intercalary
M
mabok [ma.boʔ] (Malay) adj giddy
macham [ma.tʃam] (Malay) 1) adv like 2) adv seems 3)
adv like that amcham , comp. apa cham , comp. apa
macham , contr. cham 2
manis [ma.nis] (Malay) adj sweet comp. mulot manis
manyak [ma.ɲaʔ] (Malay) adv many
marah [ma.ɾah] (Malay) adj angry
mari [ma.ɾi] (Malay) v come let us
mas [mas] (var. mair) (Malay) n gold (coarse)
magam [ma.ɡam] (Malay) adj overripe
mahal [ma.hal] (Malay) adj expensive comp. buat
masak [ma.saʔ] (Malay) 1) v cook 2) adj ripe
main [majn] (Malay) 1) v play 2) v perform
mata [ma.ta] (Malay) n eye mata ayé , mata beliak ,
masok [ma.soʔ] (Malay) 1) v enter 2) v put in
mahal
comp. bijik mata , comp. buang mata , comp. mata
mair [mɛ] refined var. of mas
mak [maʔ] (Hokkien) n mother mak bapak , mak-cho ,
mak-ko , mak-yi
mak bapak [maʔ ba.paʔ] (Hokkien), (Malay) (mak,
bapak) n parents
mak-cho [maʔ-tʃo] (Hokkien) (mak, cho) n greatgrandmother
mak-ko [maʔ-ko] (Hokkien) (mak, ko 1) n father's eldest
sister
mak-yi [maʔ-ji] (Hokkien) (mak, yi 2) n second mother
makan [ma.kan] (Malay) 1) v eat 2) n food
maki [ma.ki] (Malay) v scold
malair [ma.lɛ] refined var. of malas
ari , comp. mata gelap , comp. mata ikan , comp.
mata juling , comp. mata kuching , comp. mata
lembu , comp. mata piso , comp. tanda mata
mata ari [ma.ta a.ɾi] (Malay) (comp. of mata, ari) n sun
mata ayé [ma.ta a.je] (Malay) (mata, ayé) n sweetheart
mata beliak [ma.ta bə.ljaʔ] (Malay) (mata, beliak) n
protruding eyes
mata gelap [ma.ta ɡə.lap] (Malay) (comp. of mata,
gelap) n detective
mata ikan [ma.ta i.kan] (Malay) (comp. of mata, ikan)
n wart
mata juling [ma.ta dʒu.liŋ] (Malay) (comp. of mata,
juling) n cockeyed
malam [ma.lam] (Malay) n night malas [ma.las] (var.
mata kuching [ma.ta ku.tʃiŋ] (Malay) (comp. of mata,
malu [ma.lu] (Malay) adj embarassed comp. buat malu
mata lembu [ma.ta ləm.bu] (Malay) (comp. of mata,
mampus [mam.pus] (Malay) EXCLAM dead
mata piso [ma.ta pi.so] (Malay) (comp. of mata, piso) n
blade of knife
mati [ma.ti] (Malay) 1) v die 2) adj dead
malair) (Malay) adj lazy (coarse)
mamak [ma.maʔ] (Hokkien) n grandmother
mana [ma.na] (Malay) interrog 1) where 2) which
mandi [man.di] (Malay) v bathe
kuching) n longan fruit
lembu) n fried egg with yolk intact
mayang [ma.jaŋ] (Malay) n palm blossom
manék [ma.neʔ] (Malay) n bead
méh [meh] (Hokkien) n night (when referring to lunar
dates)
mangkok [maŋ.koʔ] (Malay) n bowl
mangun [ma.ŋun] (Malay) v wake
481
méja [me.dʒa] (Malay) n table
comp. mulot asin , comp. mulot béngok , comp.
mémang [me.maŋ] (Malay) adv indeed
busok , comp. mulot dunya , comp. mulot gatair ,
menang [mə.naŋ] (Malay) v win
mulot manis , comp. mulot pantat ayam , comp.
melekat [mə.lə.kat] (Malay) adj sticky
mulot berat , comp. mulot bocho , comp. mulot
memisék [mə.mi.seʔ] (Malay) v whisper
comp. mulot jahat , comp. mulot kering , comp.
mulot ringan
menangis [mə.na.ŋis] (Malay) v cry
mengantok [mə.ŋan.toʔ] (Malay) 1) v yawn 2) adj sleepy
mulot asin [mu.lot a.sin] (Malay) (comp. of mulot,
menidi [mə.ni.di] (Malay) adj boiling
mulot béngok [mu.lot be.ŋoʔ] (Malay) (comp. of
mentah [mən.tah] (Malay) adj raw
mulot berat [mu.lot bə.ɾat] (Malay) (comp. of mulot,
mengintar [mə.ŋin.taɾ] (Malay) v shiver
asin) n ability to make accurate predictions
mulot, béngok) n twisted mouth
menjéla [mən.dʒe.la] (Portuguese) n window
berat) n inability to express oneself
mentéga [mən.te.ɡa] (Portuguese) n butter
menyalap [mə.ɲa.lap] (Malay) v howl
mulot bocho [mu.lot bo.tʃo] (Malay) (comp. of mulot,
mérah [me.ɾah] (Malay) adj red
mulot busok [mu.lot bu.soʔ] (Malay) (comp. of mulot,
mia [mja] (Hokkien) n life
1
mia [mja] (Malay) (contr. of punya) 1) v POSS 2) REL
2
mimpi [mim.pi] (Malay) v dream
mulot dunya [mu.lot du.ɲia] (Malay), (Arabic) (comp.
bocho) n inability to keep a secret
menyanyi [mə.ɲa.ɲi] (var. nyanyi) (Malay) v sing
busok) n bad breath
mesti [məs.ti] (Malay) v must
mincharok [min.tʃa.roʔ] (Malay) v curse
of mulot, dunya) n public opinions
mulot gatair [mu.lot ɡa.tɛ] (Malay) (comp. of mulot,
gatair) n uncontrollable mouth
mulot jahat [mu.lot dʒa.hat] (Malay) (comp. of mulot,
minggu [miŋ.ɡu] (Malay) n week
jahat) n caustic mouth
minit [mi.nit] (English) n minute
mulot kering [mu.lot kə.ɾiŋ] (Malay) (comp. of mulot,
mintak [min.taʔ] (Malay) v ask sincerely
kering) n inability to say more
minum [mi.num] (Malay) v drink
mulot manis [mu.lot ma.nis] (Malay) (comp. of mulot,
minyak [mi.ɲak] (Malay) n 1) grease 2) oil
miskin [mis.kin] (Malay) adj poor mo [mo] (Malay) v
want
mudah [mu.dah] (Malay) adj young
muilang [mwi.laŋ] (Hokkien) n matchmaker
manis) n ability to speak sweetly
mulot pantat ayam [mu.lot pan.tat a.jam] (Malay)
(comp. of mulot, pantat, ayam) n deceitful mouth
mulot ringan [mu.lot ri.ŋan] (Malay) (comp. of mulot,
ringan) n polite character
mula [mu.la] (Malay) adj original
mungka [muŋ.ka] (Malay) n face comp. buat mungka
mula mula [mu.la mu.la] (Malay) adv originally
mulot [mu.lot] (Malay) n mouth comp. buang mulot ,
musim [mu.sim] (Arabic) n season
N
na [na] (Hokkien) interj here you go
naik [najʔ] (Malay) v 1) climb 2) rise 3) ascend comp.
naik baik , comp. naik darah , comp. naik geléték ,
482
comp. naik geram , comp. naik gila , comp. naik
nama [na.ma] (Malay) n name
nampak [nam.paʔ] (Malay) v see
lemak , comp. naik pangkat , comp. naik sedap ,
comp. naik seram
nang [naŋ] var. of yang
naik baik [najʔ bajʔ] (Malay) (comp. of naik, baik) v
change for good
naik darah [najʔ da.ɾah] (Malay) (comp. of naik,
nangis [na.ŋis] (Malay) v cry
nanti [nan.ti] (Malay) adv later
napas [na.pas] (Malay) n breath
darah) v be angry
naik geléték [najʔ ɡə.le.teʔ] (Malay) (comp. of naik,
napsu [nap.su] (Malay) 1) v desire 2) n desire
naik geram [najʔ ɡə.ɾam] (Malay) (comp. of naik,
nganga [ŋa.ŋa] (Malay) adj mouth agap
naik gila [najʔ ɡi.la] (Malay) (comp. of naik, gila) v be
mad
naik lemak [najʔ lə.maʔ] (Malay) (comp. of naik,
ni [ni] (Malay) (contr. of ini) dem this
geléték) v be up to mischief
nasik [na.siʔ] (Malay) n cooked rice
geram) v be furious
ngéngé [ŋe.ŋe] (Hokkien) adj obstinate
nia [ɲa] (Malay) (punya) 1) v POSS 2) REL
nio [njo] (Hokkien) n mother-in-law
lemak) v be up to mischief
nua [nwa] (Hokkien) adj smashed up
naik pangkat [najʔ paŋ.kat] (Malay) (comp. of naik,
numbor [num.boɾ] (English) n number
pangkat) v be promoted
nya [ɲa] (Portuguese) (contr. of Nyonya) n 1) mother 2)
daughter
naik sedap [najʔ sə.dap] (Malay) (comp. of naik,
sedap) v be satisfied
nyanyi [ɲa.ɲi] var. of menyanyi
naik seram [najʔ sə.ɾam] (Malay) (comp. of naik,
Nyonya [ɲo.ɲa] (Portuguese) n Peranakan female contr.
seram) v be frightened
nya
O
onéng.onéng [o.neŋ.o.neŋ] (Malay) n great-great
grandchild
opan [o.pan] (Hokkien) n freckles
orna [or.na] (Malay) n colour
orpau [oɾ.paw] var. of horpau
otak [o.taʔ] (Malay) n brain
orang [o.ɾaŋ] (Malay) n 1) people 2) person
ormat [oɾ.mat] var. of hormat
P
paderi [pa.də.ɾi] (Portuguese) n priest
pait [pajt] (Malay) adj bitter
pak [paʔ] (Malay) n male person
pagi [pa.ɡi] (Malay) n morning
pak-chindék [paʔ-tʃin.deʔ] (Malay) n groom's ceremonial
paiséh [paj.seh] (Hokkien) adj embarassed
483
pék [peʔ] (Hokkien) n father's elder brother
pék-pék [peʔ-peʔ] (Hokkien) n father's eldest brother
assistant
pakay [pa.ke] (Malay) v 1) wear 2) use
paksa [paʔ.sa] (Malay) v force
pekak [pə.kaʔ] (Malay) adj deaf
paku [pa.ku] (Malay) n nail
pekara [pə.ka.ɾa] (Malay) n matter
panair [pa.nɛ] refined var. of panas
pekat [pə.kat] (Malay) adj thick (describing liquid)
panas [pa.nas] (var. panair) (Malay) adj hot (coarse)
panday [pan.de] (Malay) adj clever
panggang [paŋ.ɡaŋ] (Malay) v roast
panggay [paŋ.ɡe] (Malay) v call
pekék [pə.keʔ] (Malay) v shout
pékji [peʔ.dʒi] (Hokkien) (puay) n eight characters of
Chinese horoscope
pelan [pə.lan] (Malay) adj slow comp. pelan pelan
pelan pelan [pə.lan pə.lan] (Malay) (comp. of pelan)
adv slowly
peléchok [pə.le.tʃoʔ] (Malay) v to twist one's foot
panggong [paŋ.ɡoŋ] (Malay) n stage
pangkat [paŋ.kat] (Malay) n rank pangkat adek
beradek , comp. naik pangkat
penat [pə.nat] (Malay) adj tired
pangkat adek beradek [paŋ.kat a.deʔ bə.ɾa.deʔ]
péndék [pen.deʔ] (Malay) adj short
(Malay) (pangkat, adék beradék) n cousins
pengapék [pəŋ.ɡa.peʔ] (Malay) n bride's girl assistant
panjang [pan.dʒaŋ] (Malay) adj long
panjat [pan.dʒat] (Malay) v climb
pantang [pan.taŋ] (Malay) adj superstitious pantat
[pan.tat] (Malay) n buttocks comp. mulot pantat
ayam
pengat [pə.ŋat] (Malay) n sweet dessert of thick coconut
milk with banana chunks
péngsan [peŋ.san] (Malay) v faint
penoh [pə.noh] (Malay) adj full
perah [pə.ɾah] (Malay) v wring
perama [pə.ɾa.ma] (Malay) adj polite
parang [pa.ɾaŋ] (Malay) n chopper
Peranakan [pə.ɾa.na.kan] (Malay) n Straits-born Chinese
pasair 1 [pa.sɛ] refined var. of pasar
pasair 2 [pa.sɛ] refined var. of pasal contr. sair 1 matter
reason
pasal [pa.sal] (var. pasair 2) (Malay) n 1) matter (coarse)
2) reason comp. apa pasal
peranjat [pə.ɾan.dʒat] (Malay) adj surprised comp.
terperanjat
perchaya [pəɾ.tʃa.ja] (Malay) v trust
periok [pə.ɾjoʔ] (Malay) n cooking pot
pasang 1 [pa.saŋ] (Malay) v use
pernah [pəɾ.nah] (Malay) adv ever
pasar [pa.saɾ] (var. pasair 1) (Malay) n market (coarse)
perot [pə.ɾot] (Malay) n 1) belly 2) stomach
patah [pa.tah] (Malay) v snap
pésan [pe.san] (Malay) v instruct
pasang 2[pa.saŋ] (Malay) clf pair
perompuan [pə.ɾom.pwan] (Malay) n female
paser [pa.seɾ] (Malay) n sand
pertama [pəɾ.ta..a] (Malay) adj first
pati [pa.ti] (Malay) n first cream of coconut
petang [pə.taŋ] (Malay) n evening
payong [pa.joŋ] (Malay) n umbrella
peték [pə.teʔ] (Malay) v pluck
pechah [pə.tʃah] (Malay) v break
piara [pja.ɾa] (Malay) v raise children
pegi [pə.ɡi] (Malay) v go contr. pi
piléh [pi.leh] (Malay) v choose
paya [pa.ja] (English) n papaya
petay [pə.te] (Malay) n flat bean
pé'él [peʔe] (Arabic) n good character
pi [pi] (Malay) (contr. of pegi) v go
pégang [pe.ɡaŋ] (Malay) v hold
pikay [pi.ke] (Arabic) v think
484
pilu [pi.lu] (Malay) n sorrow
pinggan [piŋ.ɡan] Persian n plate
pukol [pu.kol] (Malay) v 1) hit 2) strike
pulak [pu.laʔ] (Malay) adv instead
pinjak [pin.dʒaʔ] (Malay) v step on
puloh [pu.loh] (Malay) cardnum ten
pinggang [piŋ.ɡaŋ] (Malay) n waist
pulang [pu.laŋ] (Malay) v return
pinjam [pin.dʒam] (Malay) v lend
pulot [pu.lot] (Malay) n glutinous rice
pisang [pi.saŋ] (Malay) n banana
punggot [puŋ.ɡot] (Malay) v pick up
pintu [pin.tu] (Malay) n door
pun [pun] (var. kun 2) (Malay) adv also
piso [pi.so] (Malay) n knife comp. mata piso
punya [pu.ɲa] (Malay) 1) v POSS 2) REL nia , contr. mia
pokok [po.koʔ] (Malay) n tree
purot [pu.ɾot] (Malay) n stomach
potong [po.toŋ] (Malay) v cut
putéh [pu.teh] (Malay) adj white
2
po [po] (Hokkien) n grand-aunt
pusing [pu.siŋ] (Malay) v 1) whirl 2) turn
popiah [po.pjah] (Hokkien) n spring roll with turnip
puay [pwe] (Hokkien) cardnum eight pékji
R
raba [ɾa.ba] (Malay) v touch
radat [ɾa.dat] (Malay) adj greed (vulgar)
ribu [ɾi.bu] (Malay) cardnum thousand
rindu [ɾin.du] (Malay) v miss
rambat [ɾam.bat] (Malay) n hallway
riyang [ɾi.jaŋ] (Malay) adj lively
raja [ɾa.dʒa] (Sanskrit) n king
ringan [ɾi.ŋan] (Malay) adj slim comp. mulot ringan
rambot [ɾam.bot] (Malay) n 1) hair 2) coarse hair
ronggéng [ɾoŋ.ɡeŋ] (Malay) n faster version of jogét
rasa [ɾa.sa] (Sanskrit) 1) v feel 2) v think
roti [ɾo.ti] (Sanskrit) n bread
rebus [ɾə.bus] (Malay) v boil
rumah [ɾu.mah] (Malay) n house
renjis [ɾən.dʒis] (Malay) v to water plants
rupa [ɾu.pa] (Sanskrit) n appearance
ranjang [ɾan.dʒaŋ] (Malay) n bed
rosak [ɾo.saʔ] (Malay) adj spoilt
ratus [ɾa.tus] (Malay) cardnum hundred
ruboh [ɾu.boh] (Malay) v collapse
rendah [ɾən.dah] (Malay) adj low
rumpot [ɾum.pot] (Malay) n grass
rusak [ɾu.saʔ] (Malay) adv day after tomorrow
reti [ɾə.ti] (Malay) v understand
S
sa [sa] (Hokkien) cardnum three
sair 2 [sɛ] (Malay) prt Confirmative
sakit [sa.kit] (Malay) adj sick
sahja [sa.dʒa] (Malay) adv only
sair 1 [sɛ] (Malay) (contr. of pasair 2) 1) n matter 2) n
reason contr. apa sair
485
salah [sa.lah] (Malay) 1) n mistake 2) adj wrong
salat [sa.lat] (Malay) n custard rice
salin [sa.lin] (Malay) v transfer
sama [sa.ma] (Sanskrit) 1) adj same 2) conn and 3) prep
with
sambal [sam.bal] (Malay) n chilli paste made with shrimps
or anchovies
sampay [sam.pe] (Malay) 1) prep until 2) v reach
samplang [sam.plaŋ] source uncertain adj promiscuous
samséng [sam.seŋ] (Hokkien) n offering of three meats
sana [sa.na] (Malay) adv there
sekolah [sə.ko.lah] (Dutch) n school
selalu [sə.la.lu] (Malay) adv always
selamat [sə.la.mat] (Arabic) adj safe
seluar [sə.lwaɾ] (var. suluar) (Malay) n pants (coarse)
semayang [sə.ma.jaŋ] (Malay) v pray
semilan [sə.mi.lan] (Malay) cardnum nine
semonyet [sə.mo.ɲet] (Malay) v hide
sempang [səm.paŋ] (Malay) n traffic junction
senang [sə.naŋ] (Malay) 1) adj easy 2) adj free
sandah [san.dah] (Malay) v lean
sendiri [sən.di.ɾi] (Malay) n self
sangat [sa.ŋat] (Malay) adv very
séndok [sen.doʔ] (Malay) n spoon
sangka [saŋ.ka] (Malay) v expect
sangkék-em [saŋ.keʔ-əm] (Hokkien) (em) n bride's
ceremonial assistant
sapu [sa.pu] (Malay) v sweep
sengbuay [səŋ.bwe] (Hokkien) n sour plums
séngét [se.ŋeʔ] (Malay) adj crooked
séngkang [seŋ.kaŋ] (Malay) v block
satu [sa.tu] (Malay) cardnum one contr. se
senyap [səɲap] (Malay) adj silent
sayang [sa.jaŋ] (Malay) 1) v care 2) n care 3) interj pity
sepekah [sə.pə.kah] (Malay) adj acceptable
saya (Sanskrit) pers 1.SG (refined)
senyum [sə.ɲum] (Malay) 1) v smile 2) n smile
sayor [sa.jor] (Malay) n vegetables
seram [sə.ɾam] (Malay) adj frightening comp. naik
se [sə] (Malay) (contr. of satu) cardnum one
seronoh [sə.ɾo.noh] (Malay) adj proper
seram
sayup [sa.jup] (Malay) adj faint
setuju [sə.tu.dʒu] (Malay) v agree
sebelair [sə.bə.lɛ] refined var. of sebelas
shiok [ʃjoʔ] (Punjabi) 1) adj satisified feeling 2) EXCLAM
satisfaction
si 1 [si] Indonesian dem Person
sebelas [sə.bə.las] (var. sebelair) (Malay) cardnum
eleven (coarse)
seberang [sə.bə.ɾaŋ] (Malay) v cross
si 2 [si] (Hokkien) cardnum four
sébok [se.boʔ] (Malay) adj busy
siang [sjaŋ] (Malay) 1) adj early 2) n day
sedang [sə.daŋ] (Malay) adj medium
sedap [sə.dap] (Malay) adj delicious comp. naik sedap
sedéh [sə.deh] (Malay) adj sad
segan [sə.ɡan] (Malay) adj shy comp. buang segan
séhjit [seh.dʒit] (Hokkien) n birthday
siap [sjap] (Malay) v prepared
siap-siap [sjap-sjap] (Malay) adv perpetually
siapa [sja.pa] (Malay) interrog who
sién [sjen] (Hokkien) n Chinese.immortal
sihat [si.hat] (Malay) adj healthy
séisema [sej.sə.ma] (Malay) n cold
siki [si.ki] (Hokkien) n death anniverary
sejok [sə.dʒoʔ] (Malay) adj cold
sekair [sə.kɛ] (Malay) adv indeed (refined) (unsystematic
variant of sekali)
sekali [sə.ka.li] (Malay) adv 1) very 2) indeed
sekarang [sə.ka.ɾaŋ] (Malay) adv now
sikit [si.kit] (Malay) adv little
simpan [sim.pan] (Malay) v keep something safe
sini [si.ni] (Malay) adv here
sinjakala [sin.dʒa.ka.la] (Malay) (kala) n dusk
sinkék [sin.keʔ] (Hokkien) n newcomer from China
sekejab [sə.kə.dʒab] (Malay) adv awhile
486
siram [si.ɾam] (Malay) v flush with water
suka [su.ka] (Malay) v like
siséh [si.seh] Indonesian n comb sisék [si.seʔ] (Hokkien)
n four colours cardgame
siut [sjut] (Hokkien) v singe
suluair [su.lwɛ] refined var. of suluar
suluar [su.lwaɾ (coarse)] (var. suluair) var. of seluar
so 1 [so] (Hokkien) v burn so.hio
sumua [su.mwa] (Arabic) adv all
so.hio [sohjo] (Hokkien) (so 1) v burn incense
sunggu [suŋ.ɡu] (Malay) adv really
suap [swap] source unclear v feed
surat [su.ɾat] (Malay) n letters
sudah [su.dah] (Malay) adv already contr. sua
susu [su.su] (Malay) n milk
sunggay [suŋ.ɡe] (Malay) n river
so 2 [so] (Hokkien) n elder brother's wife
sup [sup] (English) n soup
sua [swa] (Malay) (contr. of sudah) adv already
susah [su.sah] (Malay) adj difficult
suay [swe] (Hokkien) adj unlucky comp. buat suay
T
tachi [ta.tʃi] (Hokkien) n elder sister
tadi [ta.di] (Malay) adv just
tapay [ta.pe] (Malay) n fermented rice dessert
tapi [ta.pi] (Sanskrit) conn but
tait [tajt] (Malay) n excrement
tarék [ta.ɾeʔ] (Malay) v pull
takot [ta.kot] (Malay) v afraid
tau [taw] (Malay) v know
tahan [ta.han] (Malay) v withstand
tapis [ta.pis] (Malay) v filter
tak [taʔ] (Malay) adv Neg verb comp. buat tak dengair
tarok [ta.ɾoʔ] (Malay) v put
taman [ta.man] (Malay) n garden
taukay [taw.ke] (Hokkien) n boss
tambah [tam.bah] (Malay) v add on
tauyu [taw.ju] (Malay) n dark soya sauce
tampair [tam.pɛ] refined var. of tampal
tawair [ta.wɛ] refined var. of tawar
tampal [tam.pal] (var. tampair) (Malay) v mend (coarse)
tawar [ta.waɾ] (var. tawair) (Malay) adj tasteless (coarse)
tanam [ta.nam] (Malay) v plant
teloh [tə.loh] (Malay) n egg
tanah [ta.nah] (Malay) n 1) soil 2) ground 3) earth
téh [teh] (Hokkien) n tea
tanda [tan.da] (Malay) n sign comp. tanda mata
téloh [te.loh] (Malay) n accent
tanda mata [tan.da ma.ta] (Malay) (comp. of tanda,
témbok [tem.boʔ] (Malay) n wall
tandok [tan.doʔ] (Malay) n horn
tendang [tən.daŋ] (Malay) v kick
mata) n heirloom
tempat [təm.pat] (Malay) n place
tengah [tə.ŋah] (Malay) adj middle tengah hari ,
tangan [ta.ŋan] (Malay) n hand
tengah jalan tengah hari [tə.ŋah ha.ɾi] (Malay)
tangchék [taŋ.tʃeʔ] (Hokkien) n Winter Solstice
(tengah, hari) n midday
tangga [taŋ.ɡa] (Malay) n 1) ladder 2) stairs
tengah jalan [tə.ŋah dʒa.lan] (Malay) (tengah, jalan)
n road
tenggelam [təŋ.ɡə.lam] (Malay) v sink
tangkap [taŋ.kap] (Malay) v capture
tanya [tan.ja] (Malay) v ask
taoun [ta.own] (Malay) n year
487
téngok [te.ŋoʔ] (Malay) v see
husband 2) second father
tiop [tjop] (Malay) v blow
tentu [tən.tu] (Malay) adj definite
tipu [ti.pu] (Malay) v cheat
tepi [tə.pi] (Malay) 1) n side 2) adv side
titék [ti.teʔ] source unclear n spice paste (for papaya soup)
tepok [tə.poʔ] (Malay) v clap
tok [toʔ] (Hokkien) n table
ter- [təɾ] (Malay) 1) accidental 2) movement comp.
toksa [toʔ.sa] (Malay) v do not need
terperanjat
tolak [to.laʔ] (Malay) v push
terang [tə.ɾaŋ] (Malay) adj 1) bright 2) clear
tolong [to.loŋ] (Malay) v help
terbang [təɾ.baŋ] (var. trebang) (Malay) v fly
tompang [tom.paŋ] (Malay) v hitch (a ride)
terbantot [təɾ.ban.tot] (Malay) adj unripe
terbiat [təɾ.bjat] (Malay) n attitude comp. buang tebiét
teriak [tə.ɾjaʔ] (Malay) v call out
tongchit [toŋ.tʃit] (Cantonese) v eat all (mahjong term)
tongkat [toŋ.kat] (Malay) n walking stick
tork [tɔʔ] (Hokkien) adj 1) poisonous 2) evil (used in
particular for describing stepmothers)
terima [tə.ɾi.ma] (Malay) v accept
terlalu [tə.la.lu] (Malay) adv too
trebang [tɾə.baŋ] var. of terbang
terok [tə.ɾoʔ] (Malay) adj terrible
tu [tu] (Malay) (contr. of itu) dem that
terompak [tə.ɾom.paʔ] (Malay) n slippers
terperanjat [təɾ.pə.ɾan.dʒat] (Malay) (comp. of ter-,
tua [twa] (Hokkien) adj 1) old 2) big
terus [tə.ɾus] (Malay) adj straight
tuakang [twa.kaŋ] (Hokkien) adj generous
ti-gong [ti-ɡoŋ] (Hokkien) n sky-deity (Jade Emperor)
tuang [twaŋ] (Malay) v pour and serve
tiarap [tja.ɾap] (Malay) v fall on one's front
tukair [tu.kɛ] refined var. of tukar
peranjat) adj be shocked
tuaban [twa.ban] (Hokkien) adj handsome
téték [te.teʔ] (Malay) n breast
tuan [twan] (Malay) n boss
tiap [tjap] (Malay) adv every
tujoh [tu.dʒoh] (Malay) cardnum seven
tidor [ti.doɾ] (Malay) v sleep
tukang [tu.kaŋ] (Malay) n laborer
tiga [ti.ɡa] (Malay) cardnum three
tukar [tu.kaɾ] (var. tukair) (Malay) v change (coarse)
tikam [ti.kam] (Malay) v 1) stab 2) bet
tulang [tu.laŋ] (Malay) n bone
tim [tim] (Hokkien) v double-boil
tulis [tu.lis] (Malay) v write
timbang [tim.baŋ] (Malay) v weigh
tumbok [tum.boʔ] (Malay) v pound
timbol [tim.bol] (Malay) v float
tumis [tu.mis] (Malay) v saute spices
timun [ti.mun] (Malay) n cucumber
tumpus [tum.pus] (Malay) adj blunt tunggang
tinggair [tiŋ.ɡɛ] refined var. of tinggal
[tuŋ.ɡaŋ] (Malay) v ride
tinggal [tiŋ.ɡal] (var. tinggair) (Malay) v 1) live (coarse)
2) stay (coarse)
tinggi [tiŋ.ɡi] (Malay) adj tall
tio [tjo] (Hokkien) n parent's sister's husband
tunggu [tuŋ.ɡu] (Malay) v wait
tunjok [tun.dʒoʔ] (Malay) v show
turun [tu.ɾun] (Malay) v descend
tutop [tu.top] (Malay) v close
tio-tio [tjo-tjo] (Hokkien) n 1) parents' eldest sister's
488
U
udang [u.daŋ] (Malay) n prawn
uluair [u.lɛ] refined var. of ular
ujan [u.dʒan] var. of hujan
umor [u.moɾ] (Arabic) n age
ulam [u.lam] (Malay) n mixed herbs rice with shredded
anchovies
ular [u.laɾ] (var. uluair) (Malay) n snake (coarse)
untok [un.toʔ] (Malay) adv for
utan [u.tan] var. of hutan
W
wak [waʔ] (Malay) n elderly Malay person
wilo [wi.lo] (Hokkien) n hot pot for lunar new year reunion
dinner
wangi [wa.ŋi] (Malay) adj fragrant
wayang [wa.jaŋ] (Malay) n play
Y
ya [ja] (Malay) interj yes
yang [jaŋ] (var. nang) (Malay) REL
yauguai [jaw.ɡwaj] (Hokkien) n demon
yaukin [jau.kin] (Hokkien) adj important
yénchi [jen.tʃi] (Hokkien) n rouge
yi 1 [ji] (Hokkien) n food in the shape of a ball comp. kuéh-yi
yi 2 [ji] (Hokkien) n mother's sister mak-yi
yi-yi [ji-ji] (Hokkien) n mother's eldest sister
yok.hun [joʔ.hun] (Hokkien) n Chinese medicinal powder
489
English-Singapore Baba Malay
1
1.PL kita [ki.ta] pro
1.SG (refined) saya [saja] pro
1.SG (coarse) gua [ɡwa] pro
2
2.SG lu [lu] pro
3
3.PL dia [dja] pro; dia-orang [dja-o.ɾaŋ] pro
3.SG dia [dja] pro
A
ability to make accurate predictions mulot asin [mu.lot
a.sin] (comp. of mulot, asin) n
ability to speak sweetly mulot manis [mu.lot ma.nis]
(comp. of mulot, manis) n
already sua [swa] (contr. of sudah) adv; sudah [su.dah]
adv
also jugak [dʒu.ɡaʔ] adv; kun 2 [kun] (var. of pun) adv;
pun [pun] adv
always selalu [sə.la.lu] adv
accent téloh [te.loh] n
amulet hu [hu] n
accept terima [tə.ɾi.ma] v
ancestors gong-cho [ɡoŋ-tʃo] (comp. of gong, cho) n
acceptable sepekah [sə.pə.kah] adj
anchovy bilis [bi.lis] n
accidental ter- 1 [təɾ] (comp. terperanjat)
and sama 2 [sa.ma] conn;
add on tambah [tam.bah] v
angry marah [ma.ɾah] adj
afraid takot [ta.kot] v
animal ékor [e.kor] clf
after lepas [lə.pas] prep
anonymous ano [a.no] adj
again balék 4 [ba.leʔ] adv; lagik 3 [la.ɡiʔ] adv
answer jawab [dʒa.wab] v
age umor [u.moɾ] n
appearance rupa [ɾu.pa] n
agree setuju [sə.tu.dʒu] v
argue (coarse) bertengkar [bəɾ.təŋ.kaɾ] v
alcohol arat [a.ɾat] n
argue (refined) bertengkair [bəɾ.təŋ.kɛ] v
all sumua [su.mwa] adv
490
buang, sebelah) adv
ascend naik 3 [najʔ] v (comp. naik baik comp. naik darah
comp. naik geléték comp. naik geram comp. naik gila
ask tanya [tan.ja] v
sedap comp. naik seram)
at dekat 1 [də.kat] (var. kat) prep
ask sincerely mintak [min.taʔ] v
comp. naik lemak comp. naik pangkat comp. naik
attitude terbiat [təɾ.bjat] n (comp. buang tebiét)
ash abu [a.bu] n
awhile sekejab [sə.kə.dʒab] adv
aside from buang sebelah [bwaŋ sɘ.bə.lah] (comp. of
B
buat, mungka) v
back balék 3 [ba.leʔ] adv
be up to mischief naik geléték [najʔ ɡə.le.teʔ] (comp. of
backside buntot 2 [bun.tot] n
bad breath mulot busok [mu.lot bu.soʔ] (comp. of mulot,
busok) n
naik, geléték) v; naik lemak [najʔ lə.maʔ] (comp. of
naik, lemak) v
bad sport chaukah [tʃaw.kah] n
bead manék [ma.neʔ] n
bag bég [beʔ] n
beautiful chanték [tʃan.teʔ] adj
banana pisang [pi.saŋ] n
bed ranjang [ɾan.dʒaŋ] n
banner chaiki [tʃaj.ki] n
beginning of lunar month chay [tʃe] n
basket bakol [ba.kol] n
bell lochéng [lo.tʃeŋ] n
be angry naik darah [najʔ da.ɾah] (comp. of naik, darah)
v
be frightened naik seram [najʔ sə.ɾam] (comp. of naik,
beloved jantong ati [dʒan.toŋ a.ti] (comp. of jantong,
bad type of person chaukuan [tʃaw.kwan] n
bear beruang [bə.ɾwaŋ] n
bald botak [bo.taʔ] adj
become jadi 2 [dʒa.di] v
bang hantok [han.toʔ] v
before belom 2 [bə.lom] adv; dulu 1 [du.lu] adv
bark gonggong [ɡoŋ-ɡoŋ] v
behind belakang [bə.la.kaŋ] prep
bathe mandi [man.di] v
belly perot 1 [pə.ɾot] n
seram) v
be furious naik geram [najʔ ɡə.ɾam] (comp. of naik,
geram) v
ati) n
bent and curled up kerekot [kə.ɾe.kot] adj
bet tikam 2 [ti.kam] v
big besar [bə.saɾ] (var. besair) adj; tua 2 [twa] adj
big (refined) besair [bə.sɛ] (var. of besar) adj (comp.
be mad naik gila [najʔ ɡi.la] (comp. of naik, gila) v
be promoted naik pangkat [najʔ paŋ.kat] (comp. of naik,
pangkat) v
be satisfied naik sedap [najʔ sə.dap] (comp. of naik,
sedap) v
be shocked terperanjat [təɾ.pə.ɾan.dʒat] (comp. of ter-,
peranjat) adj
be sour-faced buat mungka [bwat muŋ.ka] (comp. of
491
buang ayé besair)
bird burong [bu.ɾoŋ] n
birth chutsi [tʃut.si] n
birthday séhjit [seh.dʒit] n
bite gigit [ɡi.ɡit] v
bitter pait [pajt] adj
black hitam [hi.tam] (var. itam) adj; itam [i.tam] adj
blade of knife mata piso [ma.ta pi.so] (comp. of mata,
break pechah [pə.tʃah] v
breast téték [te.teʔ] n
piso) n
blessing of the marital bed ancheng [an.tʃəŋ] n
breath napas [na.pas] n
blink kelék.kelék [kəleʔ.kəleʔ] v
bridegroom's family's host chu-lang [tʃu.laŋ] n
bride kemantin [kə.man.tin] n
blind buta [bu.ta] adj
block séngkang [seŋ.kaŋ] v
bride's assistant for kneeling and general help bukak kun
bloom kuntum [kun.tum] clf
bride's ceremonial assistant sangkék-em [saŋ.keʔ-əm] n
(comp of em)
bride's girl assistant pengapék [pəŋ.ɡa.peʔ] n
[bu.kaʔ kun] n (comp. of kun 2)
blood darah [da.ɾah] n (comp. naik darah)
blow tiop [tjop] v
blunt tumpus [tum.pus] adj
bright terang 1 [tə.ɾaŋ] adj
body badan [ba.dan] n
bring bawak [ba.waʔ] v
boil rebus [ɾə.bus] v
brush berus [bə.ɾus] v
boiling menidi [mə.ni.di] adj
bundle bungkus [buŋ.kus] n
bone tulang [tu.laŋ] n
burn so 1 [so] v (comp. sohio)
book buku [bu.ku] n
burn (coarse) bakar [ba.kaɾ] v
boss taukay [taw.ke] n; tuan [twan] n
burn (refined) bakair [ba.kɛ] v
bottle botol [bo.tol] n
burn incense sohio [sohjo] (comp of so 1)
bowl mangkok [maŋ.koʔ] n
busy sébok [se.boʔ] adj
box kepok [kə.poʔ] n
but tapi [ta.pi] conn
boy lelaki [lə.la.ki] n (contr. laki)
butter mentéga [mən.te.ɡa] n
bracelet gelang [ɡə.laŋ] n
butterfly kupu-kupu [ku.pu-ku.pu] n
brain otak [o.taʔ] n
buttocks pantat [pan.tat] n (comp. mulot pantat ayam)
bread roti [ɾo.ti] n
buy beli [bə.li] v
C
mata kuching)
cake kék [keʔ] n
cause kasi 3 [ka.si]
call panggay [paŋ.ɡe] v
call out teriak [tə.ɾjaʔ] v
cause embarrassment buat malu [bwat ma.lu] (comp. of
capture tangkap [taŋ.kap] v
cause misfortune buat suay [bwat swe] (comp. of buat,
buat, malu) v
can boléh [bo.leh] v
suay) v caustic mouth mulot jahat [mu.lot dʒa.hat]
car chia [tʃja] n; keréta [kə.ɾe.ta] n
(comp. of mulot, jahat) n
care sayang 1 [sa.jaŋ] v; sayang 2 [sa.jaŋ] n
carry angkat 4 [aŋ.kat] v
cave batu 3 [ba.tu] n
cat kuching [ku.tʃiŋ] n (comp. kuching belanda comp.
change (coarse) tukar [tu.kaɾ] v
chair kerosi [kə.ɾo.si] n
carry baby logong [lo.ɡoŋ] v
492
change (refined) tukair [tu.kɛ] v
change for good naik baik [najʔ bajʔ] (comp. of naik,
cockroach kachua [ka.tʃwa] n
coconut cookie bangkit [baŋ.kit] n
character budi [bu.di] n
coffee kopi [ko.pi] n
baik) v
coconut jam kaya 2 [ka.ja] n
chase (coarse) kejar [kə.dʒaɾ] v
cold séisema [sej.sə.ma] n; sejok [sə.dʒoʔ] adj
chase away halo [ha.lo] v
colour orna [or.na] n
chicken ayam [a.jam] n (comp. mulot pantat ayam)
come datang [da.taŋ] v
chilli paste made with shrimps or anchovies sambal
Confirmative sair 2 [sɛ] prt
chase (refined) kejair [kə.dʒɛ] v
collapse ruboh [ɾu.boh] v
cheat tipu [ti.pu] v
comb siséh [si.seh] n
child anak [a.naʔ] n; budak [bu.daʔ] n
come let us mari [ma.ɾi] v
[sam.bal] n
convey by speaking (as opposed to writing) buang mulot
[bwaŋ mu.lot] (comp. of buang, mulot) v
Chinese China [tʃi.na] adj
Chinese medicinal powder yok.hun [joʔ.hun] n
cook masak 1 [ma.saʔ] v
choose piléh [pi.leh] v
cooked in coconut milk lemak [lə.maʔ] adj
church gerja [ɡəɾ.dʒa] (var. greja) n; greja [ɡɾə.dʒa] n
cooking pot periok [pə.ɾjoʔ] n
clean bersi [bəɾ.si] (var. bresi) v; bersi [bəɾ.si] n
correct betol 1 [bə.tol] adj
Chinese.immortal sién [sjen] n
cooked food lauk [lawʔ] n
chopper parang [pa.ɾaŋ] n
cooked rice nasik [na.siʔ]
clap tepok [tə.poʔ] v
COP ada 5 [a.da] (var. a) v
clear terang 2 [tə.ɾaŋ] adj
cousins pangkat adek beradek [paŋ.kat a.deʔ bə.ɾa.deʔ]
climb naik 1 [najʔ] v (comp. naik baik comp. naik darah
cow lembu [ləm.bu] n (comp. mata lembu)
(comp. of pangkat, adék beradék) n
clever panday [pan.de] adj ever
comp. naik geléték comp. naik geram comp. naik gila
crash (coarse) langgar [laŋ.ɡaɾ] v
sedap comp. naik seram); panjat [pan.dʒat] v
crawl belangkat [bə.laŋ.kat] v
comp. naik lemak comp. naik pangkat comp. naik
crash (refined) langgair [laŋ.ɡɛ] v
clogs chakiak [tʃa.kjaʔ] n
crooked séngét [se.ŋeʔ] adj
close to one another chin [tʃin] adj
crowded beramay [bə.ɾa.me] adj
clothes baju [ba.dʒu] n
crumpled kudut [ku.dut] adj
coarse (coarse) kasar [ka.saɾ] adj
cucumber timun [ti.mun] n
coarse hair rambot 2 [ɾam.bot] n
cup changkay [tʃaŋ.ke] n
close tutop [tu.top] v
cross seberang [sə.bə.ɾaŋ] v
cloth kain [kajn] n
cruel ati busok [a.ti bu.soʔ] (comp. of ati, busok) adj
cloud awan [a.wan] n
cry menangis [mə.na.ŋis] v; nangis [na.ŋis] v
coarse (refined) kasair [ka.sɛ] adj
cunning lihai [li.haj] adj
cockeyed mata juling [ma.ta dʒu.liŋ] (comp. of mata,
curse mincharok [min.tʃa.roʔ] v
juling) n
custard rice salat [sa.lat] n
cut potong [po.toŋ] v
493
cylindrical measure of one gallon of rice gantang
cylindrincal measure of quarter gallon of rice
chupak[tʃu.paʔ] clf
[ɡan.taŋ] clf
D
dip in dye chelop [tʃə.lop] v
dirty kotor [ko.toɾ] adj
daring gaga [ɡa.ɡa] adj
dark gelap [ɡə.lap] adj (comp. mata gelap)
dark soya sauce tauyu [taw.ju] n
distended stomach bunchit [bun.tʃit] n
day ari [a.ɾi] (var. of hari) n (comp. mata ari); hari [ha.ɾi]
divination stick chiam [tʃjam] n
disturb kacho [ka.tʃo] v
daughter nya 2 [ɲa] (contr. of Nyonya) n
do bikin 2 [bi.kin] v; buat 1 [bwat] v (comp. buat bodoh
(var. ari) n (comp. tengah hari); siang 2 [sjaŋ] n
comp. buat mahal comp. buat malu comp. buat
day after tomorrow rusak [ɾu.saʔ] adv
mungka comp. buat suay comp. buat tak dengair)
dead mati 2 [ma.ti] adj
do not jangan [dʒa.ŋan] adv
deaf pekak [pə.kaʔ] adj
do not need toksa [toʔ.sa] v
death anniverary siki [si.ki] n
deceitful mouth mulot pantat ayam [mu.lot pan.tat
dog anjing [an.dʒing] n
decorative altar stand chanab [tʃa.nab] n
double-boil tim [tim] v
door pintu [pin.tu] n
a.jam] (comp. of mulot, pantat, ayam) n
defecate bérak [be.ɾaʔ] v; buang ayé besair [bwaŋ a.je
drain longkang [loŋ.kaŋ] n
definite tentu [tən.tu] adj
dream mimpi [mim.pi] v
demon yauguai [jaw.ɡwaj] n
drink minum [mi.num] v
desire napsu 1 [nap.su] v; napsu 2 [nap.su] n
drop jatoh 2 [dʒa.toh] v
draw chonténg [tʃon.teŋ] v
bə.sɛ] (comp. of buang, ayé, besair) v
delicious sedap [sə.dap] adj (comp. naik sedap)
dried fruit gugol [ɡu.ɡol] n
descend turun [tu.ɾun] v
drip berléiléi [bəɾ.lej.lej] v
detective mata gelap [ma.ta ɡə.lap] (comp. of mata,
dry kering 2 [kə.ɾiŋ] adj (comp. mulot kering)
dry in the sun jumoh [dʒu.moh] v
gelap) n
develop an illness kamtiok [kam.tjoʔ] v
duck iték [i.teʔ] n
diamond chip intan [in.tan] n
dusk sinjakala [sin.dʒa.ka.la] (comp. of kala) n
diamond belién [bə.ljen] n
durian flesh uluair 2 [u.lɛ] (var. of ular) clf
die mati 1 [ma.ti] v
Dutch belanda [bə.lan.da] (comp. kuching belanda)
difficult susah [su.sah] adj
E
494
ear kuping [ku.piŋ] n
early siang 1 [sjaŋ] adj
ever pernah [pəɾ.nah] adv
every tiap [tjap] adv
earth tanah 3 [ta.nah] n
evil (used in particular for describing stepmothers) tork 2
evil jahat [dʒa.hat] adj (comp. mulot jahat)
earrings anting-anting [an.tiŋ-an.tiŋ] n
easy senang 1 [sə.naŋ] adj
[tɔʔ] adj
EXCLAM annoyance aiya [aj.ja]
eat makan 1 [ma.kan] v
eat (vulgar) cherkek [tʃəɾ.keʔ] v
EXCLAM cry to a dead spirit kus semangat [kus
egg teloh [tə.loh] n
EXCLAM cursed one chilaka [tʃi.la.ka]
sə.ma.ŋat]
eat all (mahjong term) tongchit [toŋ.tʃit] v
eight lapan [la.pan] cardnum; puay [pwe] cardnum (comp.
EXCLAM dead mampus [mam.pus]
eight characters of Chinese horoscope pékji [peʔ.dʒi]
EXCLAM irritation aiyo [aj.jo]
elder brother hia [hja] n
EXCLAM regret ala [a.la]
elder brother's wife so 2 [so] n
EXCLAM surprise amboi [am.boj]; ayi [a.ji]
elder sister's husband chau [tʃaw] n
exhausted letay [lə.te] adj
eleven (coarse) sebelas [sə.bə.las] cardnum
exorcise buang buang [bwaŋ bwaŋ] (comp. of buang) v
embarassed malu [ma.lu] adj (comp. buat malu); paiséh
expect sangka [saŋ.ka] v
pékji)
(comp. of puay) n
EXCLAM dismay alamak [a.la.maʔ]
EXCLAM jibe éh [eh]
elder brother (non-familial) ko 2 [ko] n
EXCLAM satisfaction shiok 2 [ʃjoʔ]
elder sister tachi [ta.tʃi] n
excrement tait [tajt] n
elderly Malay person wak [waʔ] n
EXIST ada 3 [a.da] (var. a) v
eleven (refined) sebelair [sə.bə.lɛ] cardnum
expand huat 1 [hwat] v
[paj.seh] adj
expensive mahal [ma.hal] adj (comp. buat mahal)
eye mata [ma.ta] n (comp. bijik mata comp. buang mata
EMP lah [lah] prt; lor [lor] prt
enough chukop [tʃu.kop] adv
comp. mata ari mata ayé mata beliak comp. mata
enthusiasm gerang [ɡə.ɾaŋ] n
kuching comp. mata lembu comp. mata piso comp.
enter masok 1 [ma.soʔ] v
gelap comp. mata ikan comp. mata juling comp. mata
estimate agak [a.ɡaʔ] v (comp. agak agak)
tanda mata)
evening petang [pə.taŋ] n
495
F
face mungka [muŋ.ka] n (comp. buat mungka)
faint péngsan [peŋ.san] v; sayup [sa.jup] adj
fierce bengis 1 [bə.ŋis] adj; garang [ɡa.ɾaŋ] adj
filter tapis [ta.pis] v
fall backwards lentang [lən.taŋ] v
fine hair bulu 2 [bu.lu] n
family chepuat [tʃə.pwat] n
fingernail kuku [ku.ku] n
fall jatoh 1 [dʒa.toh] v
find charék [tʃa.ɾeʔ] v
fall on one's front tiarap [tja.ɾap] v
finger jari [dʒa.ɾi] n
fan kipas [ki.pas] n
finish abi [a.bi] (var. of habis) conn; abis [a.bis] (var. of
faster version of jogét ronggéng [ɾoŋ.ɡeŋ] n
fire api [a.pi] n
father baba [ba.ba] (var. of bapak) n; bapak [ba.paʔ] n
first cream of coconut pati [pa.ti] n
father-in-law kua 2 [kwa] n
fishball huyi [hu.ji] n
habis) v; habis [ha.bis] 1 v; habis 2 [ha.bis] adv
far ja.ou [dʒa.ow] adj
first dulu 3 [du.lu] adv; pertama [pəɾ.ta.ma] adj
fat gemok [ɡə.moʔ] adj
(comp. mak bapak)
father-in-law (indirect address) chingkay 2 [tʃiŋ.ke] n
father's elder brother pék [peʔ] n
father's elder brother's wife em 1 [əm] n (comp. sangkékem)
fish ikan [i.kan] n comp. mata ikan
five gor [ɡɔ] cardnum id. ati it gor it chap; lima [li.ma]
cardnum
flat bean petay [pə.te] n
flesh isi [i.si] n
float timbol [tim.bol] v
father's eldest brother pék-pék [peʔ-peʔ]
father's eldest sister mak-ko [maʔ-ko] (comp. of mak, ko
1) n
floor lantay [lan.te] n
flower bunga [bu.ŋa] n
fluent lanchang [lan.tʃaŋ] adj
father's sister ko 1 [ko] n (comp. mak-ko)
flush with water siram [si.ɾam] v
father's younger brother chék [tʃeʔ] n
fly terbang [təɾ.baŋ] (var. trebang) v; trebang [tɾə.baŋ] v
father's younger brother's wife chim [tʃim] n
favourite child bijik mata [bi.dʒiʔ ma.ta] (comp. of bijik,
mata) n
fold lipat [li.pat] v
follow ikot [i.kot] v
food makan 2 [ma.kan] n
feather bulu 1 [bu.lu] n
food in the shape of a ball yi 1 [ji] n (comp. kuéh-yi )
feed suap [swap] v
force paksa [paʔ.sa] v
feel rasa 1 [ɾa.sa] v
feign ignorance buat bodoh [bwat bo.doh] (comp. of
buat, bodoh) v
for untok [un.toʔ] adv
forehead dahi [da.hi] (var. dai) n; dai [daj] n
forget lupa [lu.pa] v
female perompuan [pə.ɾom.pwan] n
forgive ampun 1 [am.pun] v
female mourner hauli [haw.li] n
forgiveness ampun 2 [am.pun] n
fermented rice dessert tapay [ta.pe] n
four empat [əm.pat] cardnum; si 2 [si] cardnum
496
four colours cardgame sisék [si.seʔ] n
fragrant wangi [wa.ŋi] adj
from dari [da.ɾi] prep
front depan [də.pan] prep
free senang 2 [sə.naŋ] adj
fry goréng [ɡo.ɾeŋ] v
freckles opan [o.pan] n
fruit buah [bwah] n
fried egg with yolk intact mata lembu [ma.ta ləm.bu]
full penoh [pə.noh] adj
friend kaki 2 [ka.ki] n; kawan [ka.wan] n
fumble kalang-kabot [ka.laŋ-ka.bot] v
frog kodok [ko.doʔ] n
fussy kéwat [ke.wat] adj
(comp. of mata, lembu) n
full from eating kenyang [kə.ɲaŋ] adj
furious geram [ɡə.ɾam] adj (comp. naik geram)
frightening seram [sə.ɾam]
G
gamble judi [dʒu.di] v
garden kebun [kə.bun] n; taman [ta.man] n
grandfather's younger brother chék-gong [tʃeʔ-ɡoŋ] n
grandmother mamak [ma.maʔ] n
get dapat 1 [da.pat] v
grass rumpot [ɾum.pot] n
give kasi 1 [ka.si] v
grease minyak 1 [mi.ɲak] n
glutinous rice pulot [pu.lot] n
great-grandchild chichi [tʃi.tʃi] n
generous tuakang [twa.kaŋ] adj
grandparent gong 1 [ɡoŋ] n comp. gong-cho
giddy mabok [ma.boʔ] adj
gravy kua 1 [kwa] n
glare beliak [bə.ljaʔ] v (comp. mata beliak)
great-grandaunt cho-po [tʃo-po] n
glutinous rice balls kuéh-yi [kweh-ji] (comp. of kuéh, yi
1) n
great-grandfather cho-gong [tʃo-ɡoŋ] n
great-grandmother cho 2 [tʃo] n (comp. gong-cho, mak-
cho); cho-cho [tʃo-tʃo] n; mak-cho [maʔ-tʃo] (comp. of
go pegi [pə.ɡi] v contr. pi; pi [pi] v
go out (coarse) keluar [kə.lwaɾ] (var. kuluar) (comp.
diluar); kuluar [ku.lwaɾ] v
mak, cho) n
great-grandparent cho 1 [tʃo] n (comp. gong-cho makcho)
go out (refined) kuluair [ku.lwɛ] v
goat kambing 1 [kam.biŋ] n
great-great grandchild onéng.onéng [o.neŋ.o.neŋ] n
gold (refined) mair [mɛ] n
green hijo [hi.dʒo] (var. ijo) adj; ijo [i.dʒo] adj
gold (coarse) mas [mas] n
greed (vulgar) radat [ɾa.dat] adj
good bagus [ba.ɡus] interj; baik [bajʔ] adj (comp. ati
green bean cookies koya [ko.ja] n
good character pé'él [peʔe] n
groom's ceremonial assistant pak-chindék [paʔ-tʃin.deʔ]
n
groom's boy assistant kuya [ku.ja] n
baik, comp. naik baik); ho [ho] adj (comp. homia)
good life homia [ho.mja] interj (comp. of ho, mia)
grand-aunt po [po] n
groom kiasai 2 [kjasaj] n
ground tanah 2 [ta.nah] n
grandchild chuchu [tʃu.tʃu] n
guard jaga 1 [dʒa.ɡa] v
grandfather gong 2 [ɡoŋ] (comp. gong-cho)
guess gasak [ɡa.saʔ] v
497
guest langkék [laŋ.keʔ] n
H
HAB ada 6 [a.da] (var. a) v
hair rambot 1 [ɾam.bot] n
here you go na [na] interj
hide semonyet [sə.mo.ɲet] v
half-cooked (refined) embair-embair [əmbɛ-əmbɛ] adj
hit pukol 1 [pu.kol] v
hand tangan [ta.ŋan] n
hold angkat 2 [aŋ.kat] v; pégang [pe.ɡaŋ] v
handsome tuaban [twa.ban] adj
honorific prefix for familial relations eng- [əŋ]
happen jadi 1 [dʒa.di] v
horn tandok [tan.doʔ] n
hard (coarse) keras [kəɾas] adj
hot (coarse) panas [pa.nas] adj
hat kopiah [ko.pjah] n
hot pot for lunar new year reunion dinner wilo [wi.lo] n
hay kering 1 [kə.ɾiŋ] n comp. mulot kering
house rumah [ɾu.mah] n
half-cooked (coarse) embar-embar [əmbaɾ-əmbaɾ] adj
hill bukit [bu.kit] n
hallway rambat [ɾam.bat] n
hitch (a ride) tompang [tom.paŋ] v
handkerchief binpo [bin.po] n
hole lobang [lo.baŋ] n
hang gantong [ɡan.toŋ] v
hope arap [a.ɾap] (var. of harap); harap [ha.ɾap] v
happy huahi [hwa.hi] adj
horse kuda [ku.da] n
hard (refined) kerair [kəɾɛ] adj
hot (refined) panair [pa.nɛ] adj hot
have a [a] (var. of ada) v; ada 1 [a.da] (var. a) v
hour jam 2 [dʒam] n
head kepala [kə.pa.la] n
how (coarse) amcham [am.tʃam] (var. of apa cham
[a.pa.tʃam]; apa macham [a.pa ma.tʃam], comp. of
healthy sihat [si.hat] adj
apa, macham) interrog
heart ati 1 [a.ti] (var. of hati) n (comp. ati baik, comp. ati
how (refined) apa pasair [a.pa pa.sɛ] interrog
busok, comp. jantong ati (id. ati it gor it chap); hati 1
[ha.ti] n; jantong [dʒan.toŋ] n (comp. jantong ati)
how many berapa 1 [bə.ɾa.pa] interrog
[lə.bat] adj
hundred ratus [ɾa.tus] cardnum
howl menyalap [mə.ɲa.lap] v
heavy berat [bə.ɾat] adj (comp. mulot berat); lebat
heirloom tanda mata [tan.da ma.ta] (comp. of tanda,
hungry (coarse) lapar [la.paɾ] adj
help tolong [to.loŋ] v
husband laki [la.ki] (contr. of lelaki) n
hungry (refined) lapair [la.pɛ] adj
mata) n
here sini [si.ni] adv
I
if kalo [ka.lo] (var. of kalu) conn; kalu [ka.lu] conn
ill-treat koktok [kɔʔ.tɔʔ] v
498
inability to express oneself mulot berat [mu.lot bə.ɾat]
inside dalam [da.lam] prep
instead pulak [pu.laʔ] adv instead instead
inability to keep a secret mulot bocho [mu.lot bo.tʃo]
intercalary lun [lun] adj intercalary intercalary
important yaukin [jau.kin] adj
(comp. of mulot, berat) n
instruct pésan [pe.san] v instruct instruct
(comp. of mulot, bocho) n
intercalary month lun-guék [lun gweʔ] n (comp. of lun,
of mulot, kering) n
iron besi [bə.si] n iron iron
guék)
inability to say more mulot kering [mu.lot kə.ɾiŋ] (comp.
itchy (coarse) gatal [ɡa.tal] adj itchy
indeed mémang [me.maŋ] adv; sekali 2 [sə.ka.li] adv
itchy (refined) gatair [ɡa.tɛ] adj (comp. mulot gatair)
indeed (refined) (unsystematic variant of sekali) sekair
[sə.kɛ] adv
J
jelly chaiyen [tʃaj.jen] n
jungle hutan [hu.tan] (var. utan) n; utan [u.tan] n
just baru 2 [ba.ɾu] adv; tadi [ta.di] adv
joke kelaka [kə.la.ka] v
jump lompat [lom.pat] v
K
keep an eye on someone or something buang mata [bwaŋ
kitchen dapor [da.pɔ] n
kneel gui [ɡwi] v
ma.ta] (comp. of buang, mata) v
keep something safe simpan [sim.pan] v
knife piso [pi.so] n (comp. mata piso)
kick tendang [tən.daŋ] v
know tau [taw] v
kind ati baik [a.ti bajʔ] (comp. of ati, baik) adj
know a person (refined) kenair [kə.nɛ] v
knock ketok [kə.toʔ] v
key konchi [kon.tʃi] n
know a person (coarse) kenal [kə.nal] v
kill bunoh [bu.noh] v
king raja [ɾa.dʒa] n
L
laborer tukang [tu.kaŋ] n
late lambat [lam.bat] adj
later nanti [nan.ti] adv
ladder tangga 1 [taŋ.ɡa] n
laugh ketawa [kə.ta.wa] v
lamp lampu [lam.pu] n
lazy (coarse) malas [ma.las] adj
language bahasa [ba.ha.sa] n
499
of begitu) adv; begitu [bə.ɡi.tu] adv,
lazy (refined) malair [ma.lɛ] adj
listen (coarse) dengar [də.ŋaɾ] v
leaky bocho [bo.tʃo] adj (comp. mulot bocho)
lean sandah [san.dah] v
listen (refined) dengair [dəŋ.ɛ] v (comp. buat tak
learn (refined) belajair [bə.la.dʒɛ] v
little sikit [si.kit] adv
leg kaki 1 [ka.ki] n
live (refined) tinggair 1 [tiŋ.ɡɛ] v
lend pinjam [pin.dʒam] v
liver ati 2 [a.ti] (var. of hati) n (comp. ati baik, comp. ati
dengair)
learn (coarse) belajar [bə.la.dʒaɾ] v
leaves daoun [da.own] n
live (coarse) tinggal 1 [tiŋ.ɡal] v
lemon lémo [le.mo] n
lively riyang [ɾi.jaŋ] adj
busok, id. ati it gor it chap, comp. jantong ati); hati 2
less kurang [ku.ɾaŋ] adv
let kasi 2 [ka.si] v
[ha.ti] n
letters surat [su.ɾat] n
long panjang [pan.dʒaŋ] adj
lie down baring [ba.ɾiŋ] v
long and thin batang [ba.taŋ] clf
lift angkat 1 [aŋ.kat] v
longan fruit mata kuching [ma.ta ku.tʃiŋ] (comp. of
like cham 2 [tʃam] (contr. of macham) adv; macham 1
long-jawed chobék [tʃo.beʔ] adj
like that macham 3 [ma.tʃam] adv (comp. apa cham
lose (opposed to win) kalah [ka.lah] v
like that begi [bə.ɡi] (contr. of begitu), gitu [ɡi.tu] (contr.
lunar month guék [ɡweʔ] n
lie bohong [bo.hoŋ] n
long ago dulu 2 [du.lu] adv
life mia 1 [mja] n
long time lama [la.ma] adj
mata, kuching) n
like suka [su.ka] v
[ma.tʃam] adv (comp. apa cham, comp. apa macham)
lose hilang [hi.laŋ]; ilang [i.laŋ] v
comp. apa macham)
low rendah [ɾən.dah] adj
M
mad gila [ɡi.la] adj (comp. naik gila)
make bikin 1 [bi.kin] v; buat 2 [bwat] v (comp. buat
bodoh, comp. buat mahal, comp. buat malu, comp.
buat mungka, comp. buat suay, comp. buat tak
marry kawin [ka.win] v
match of love jodoh [dʒo.doh] n
matchmaker muilang [mwi.laŋ] n
matter pekara [pə.ka.ɾa] n; sair 1 [sɛ] (contr. of pasair 2 )
n (comp. apa sair)
dengair)
male jantan [dʒan.tan] n
matter (coarse) pasal 1 [pa.sal] n (comp. apa pasal)
male person pak [paʔ] n
meat dagin [da.gin] n
market (coarse) pasar [pa.saɾ] n
meet jumpa [dʒum.pa] v
matter (refined) pasair 2 [pa.sɛ] n (contr. sair 1)
male mourner haulam [haw.lam] n
many manyak [ma.ɲaʔ] adv
medium sedang [sə.daŋ] adj
market (refined) pasair 1 [pa.sɛ] n
meet ill spiritual forces huantiok [hwan.tjoʔ] v
500
melody dondang [don.daŋ] n
mend (coarse) tampal [tam.pal] v
mother-in-law nio [njo] n
mother-in-law (indirect address) chay-em [tʃe.əm] n
milk susu [su.su] n
mother's brother's wife kim [kim] n
middle tengah [tə.ŋah] adv (comp tengah jalan)
mother's brother ku 2 [ku] n (comp. ku-ku)
mince chinchang [tʃin.tʃaŋ] v
mother's eldest brother ku-ku [ku-ku] (comp. of ku 2) n
miserly kiamsiap [kjam.sjap] adj
mother's sister yi 2 [ji] n (comp. mak-yi)
mistake salah 1 [sa.lah] n
mouth mulot [mu.lot] n (comp. buang mulot, comp.
minute minit [mi.nit] n
mother's eldest sister yi-yi [ji-ji] n
miss rindu [ɾin.du] v
mountain gunong [ɡu.noŋ] n
mix champor [tʃam.por] v; gaou [ɡa.ow] v
mulot asin, comp. mulot béngok, comp. mulot berat,
money dit [dit] (var. of duit) n; duit [dwit] n
dunya, comp. mulot gatair, comp. mulot jahat, comp.
month bulan 2 [bu.lan] n
pantat ayam, comp. mulot ringan)
comp. mulot bocho, comp. mulot busok, comp. mulot
mixed herbs rice with shredded anchovies ulam [u.lam] n
mulot kering, comp. mulot manis, comp. mulot
monk huésio [hwe.sjo] n
moon bulan 1 [bu.lan] n
mouth agape nganga [ŋa.ŋa] adj
morning pagi [pa.ɡi] n
movement ter- 2 [təɾ] (comp. terperanjat)
more lagik 1 [la.ɡiʔ] adv; lebéh [lə.beh] adv
move bergerak [bəɾ.ɡə.ɾaʔ] v
mother mak [maʔ] n (comp. mak bapak, mak-cho, mak-
must mesti [məs.ti] v
ko, mak-yi); nya 1 [ɲa] (contr. of Nyonya) n
N
nail paku [pa.ku] n
name nama [na.ma] n
night malam [ma.lam] n
night (when referring to lunar dates) méh [meh] n
neck léihéi [lej.hej] n
no bukan 1 [bu.kan] (var. kan) interj
near dekat 2 [də.kat] (var. kat) prep
nine gau [gaw] cardnum; semilan [sə.mi.lan] cardnum
NEG kan [kan] (contr of bukan 1) interj; tak [taʔ] adv
noisy bising [bi.siŋ] adj
NEG (noun) bukan 2 [bu.kan]
nose hidong [hi.doŋ] (var. idong) n; idong [i.doŋ] n
(comp. buat tak dengair)
NOM -an [-an]
nervous ati it gor it chap [a.ti it gɔ it tʃap] (id. of ati, it,
not fussy chinchai [tʃin.tʃaj] adj
new baru 1 [ba.ɾu] adj
now sekarang [sə.ka.ɾaŋ] adv
news (coarse) kabar [ka.baɾ] n
nunnery that serves vegetarian food chaiteng [tʃaj.təŋ] n
gor, chap) adj
not yet belom 1 [bə.lom] adv
number numbor [num.boɾ] n
newcomer from China sinkék [sin.keʔ] n
news (refined) kabair [ka.bɛ] n
501
O
observe cham 1 [tʃam] v
only sahja [sa.dʒa] adv
onomatopoeia loud noises gedebang-gedebong
obstinate ngéngé [ŋe.ŋe] adj
odd-numbered ganjil [ɡan.jil] adj
[ɡə.də.baŋ-ɡə.də.boŋ]
onomatopoia thudding of the heart gedebak-gedebuk
offering of three meats samséng [sam.seŋ] n
oil minyak 2 [mi.ɲak] n
[ɡə.də.baʔ-ɡə.də.buʔ]
open bukak [bu.kaʔ] v
old tua 1 [twa] adj
old aunty em 2 [əm] n (comp. sangkék-em)
or ka [ka] conn
omelette (coarse) dadar [da.daɾ] n
originally mula mula [mu.la mu.la] adv
one it [it] cardnum (id. ati it gor it chap); satu [sa.tu]
outside diluar [di.lwaɾ] (var. duluar) (comp. of di, keluar)
onion bawang [ba.waŋ] n
overripe magam [ma.ɡam] adj
older Peranakan woman bibik [bi.biʔ] n
original mula [mu.la] adj
omelette (refined) dadair [da.dɛ] n
other lain [lajn] adv
prep; duluar [du.lwaɾ] (var. of diluar) prep
cardnum (contr. se [sə])
P
pair pasang 2 [pa.saŋ] clf
pass lalu [la.lu] v
PASS kena 1 [kə.na] v; kasi 4 [ka.si] v
Pangium.edule (black fruit with hard shell) keluak
pay (coarse) bayar [ba.jaɾ] v
pail baldi [bal.di] n
paternal cousins kopiau [ko.pjaw] n
palm blossom mayang [ma.jaŋ] n
pay (refined) bayair [ba.jɛ] v;
[kə.lwaʔ] n
pants (coarse) suluar [su.lwaɾ] (var. seluair) n
peel kopék [ko.peʔ] v; kupas [ku.pas] v
pants (refined) suluair [su.lwɛ] n
Peranakan female Nyonya [ɲo.ɲa] n (contr. nya)
paper (coarse) kertas [kəɾ.tas] n
Peranakan card game cherki [tʃəɾ.ki] n
parent-in-law chingkay 1 [tʃiŋ.ke] n
perpetually siap-siap [sjap-sjap] adv
pants (coarse) seluar [sə.lwaɾ] n
people orang 1 [o.ɾaŋ] n
papaya paya [pa.ja] n
Peranakan male Baba 1 [ba.ba] n (contr. ba)
paper (refined) kertair [kəɾ.tɛ] n
perform main 2 [majn] v
parents mak bapak [maʔ ba.paʔ] (comp. of mak, bapak)
n
parents' eldest sister's husband tio-tio 1 [tjo-tjo] n
parent's sister's husband tio [tjo] n
person orang 2 [o.ɾaŋ] n
PERSON si 1[si] dem
PFV ada 4 [a.da] (var. a) v
pick up angkat 3 [aŋ.kat] v; punggot [puŋ.ɡot] v
park letak [lə.taʔ] v
502
prawn udang [u.daŋ] n
pray semayang [sə.ma.jaŋ] v
picture (coarse) gambar [ɡam.baɾ] n
picture (refined) gambair [ɡam.bɛ] n
piece kepéng [kə.peŋ] clf
PREP dekat 3 [də.kat] (var. kat) prep; di [di] prep (comp.
pig babi [ba.bi] n
prepared siap [sjap] v
pity sayang 3 [sa.jaŋ] interj
pretend to not hear buat tak dengair [bwat taʔ dəŋ.ɛ]
plant tanam [ta.nam] v
price arga [aɾ.ɡa] (var. of harga) n; harga [haɾ.ɡa] n
play main 1 [majn] v; wayang [wa.jaŋ] n
PROG ada 2 [a.da] (var. a) v
diluar); kat [kat] prep
piece of fabric or paper lay [le] (var. of helay) clf
preserved vegetables kiamchai [kjam.chaj] n
pinch kepék [kə.peʔ] v
(comp. of buat, tak, dengair) v
place tempat [təm.pat] n
plate pinggan [piŋ.ɡan] n
priest paderi [pa.də.ɾi] n
play hard to get buat mahal [bwat ma.hal] (comp. of
promiscuous samplang [sam.plaŋ] adj
pluck peték [pə.teʔ] v
prosper huat 2 [hwat] v
buat, mahal) v
proper kenonay [kə.no.ne] adj; seronoh [sə.ɾo.noh] adj
pocket kochék [ko.tʃeʔ] n
protruding eyes mata beliak [ma.ta bə.ljaʔ] (mata,
polite perama [pə.ɾa.ma] adj
public opinions mulot dunya [mu.lot du.ɲia] (comp. of
beliak) n
poisonous tork 1 [tɔʔ] adj
polite character mulot ringan [mu.lot ri.ŋan] (comp. of
mulot, ringan) n
mulot, dunya) n
pull tarék [ta.ɾeʔ] v
pond laut 2 [lawt] n
pull out chabot [tʃa.bot] v
porridge bubor [bu.bɔ] n
pure jati 2 [dʒa.ti] adj
poor miskin [mis.kin] adj
pummel bedék [bə.deʔ] v
POSS mia 2 [mja] (contr. of punya) v; nia 1 [ɲa] v; punya
purse horpau [hoɾ.paw] (var. orpau) n; orpau [oɾ.paw] n
1 [pu.ɲa] v
push tolak [to.laʔ] v
put tarok [ta.ɾoʔ] v
pound tumbok [tum.boʔ] v
put in masok 2 [ma.soʔ] v
pour and serve tuang [twaŋ] v
Q
quarrel berkelay [bəɾ.kə.le] v
quick (refined) lekair [lə.kɛ] adj
quiet diam [djam] adj
quick chepat [tʃə.pat] adj
quietly diam diam [djam djam] adv
quick (coarse) lekas [lə.kas] adj
503
R
rabbit kuching belanda [ku.tʃiŋ bəlanda] (comp. of
resting platform balay-balay [ba.le-ba.le] n
return balék 1 [ba.leʔ] v; pulang [pu.laŋ] v
kuching, belanda) n
race lawan [la.wan] v
reverse gostan [ɡo.stan] v
raise children piara [pja.ɾa] v
rice cake served in spicy gravy lontong [lon.toŋ] n
rain hujan [hu.dʒan] (var. ujan) n; ujan [u.dʒan] n
rice cake chuikuéh [tʃwi.kweh] n
rank pangkat [paŋ.kat] n (comp. naik pangkat, pangkat
rich kaya 1 [ka.ja] adj
ride tunggang [tuŋ.ɡaŋ] v
adek beradek)
rational (coarse) benal [bə.nal] adj
right kanan [ka.nan] adv
raw mentah [mən.tah] adj
rise naik 2 [najʔ] v (comp. naik baik, comp. naik darah,
ripe masak 2 [ma.saʔ] adj
rational (refined) benair [bə.nɛ] adj
reach sampay 2 [sam.pe] v
comp. naik geléték, comp. naik geram, comp. naik
really betol 3 [bə.tol] adv ; sunggu [suŋ.ɡu] adv
naik sedap, comp. naik seram)
gila, comp. naik lemak, comp. naik pangkat, comp.
read bacha [ba.tʃa] v
river sunggay [suŋ.ɡe] n
reason (refined) pasair 2 [pa.sɛ] n (contr. sair 1); sair 1
road tengah jalan [tə.ŋah dʒa.lan] (comp. of tengah,
[sɛ] (contr. of pasair) n (comp. apa sair)
jalan) n
reason (coarse) pasal 2 [pa.sal] n (comp. apa pasal)
receive dapat 2 [da.pat] v
roast panggang [paŋ.ɡaŋ] v
red mérah [me.ɾah] adj
rock goyang 1 [ɡo.jaŋ] v
recognize jin [dʒin] v
rock batu 1 [ba.tu] n
red packet of monetary gift angpau [aŋ.paw] n
roof bunbong [bun.boŋ] n
room bilék [bi.leʔ] n
REL mia 2 [mja] (contr. of punya), nia 2 [ɲa] (contr. of
root (coarse) akar [a.kaɾ] n
punya) rel, punya 2 [pu.ɲa] rel; nang [naŋ] (var. of
root (refined) akair [a.kɛ] n
yang) rel; yang [jaŋ] rel
remember ingat 1 [i.ŋat] v
rouge yénchi [jen.tʃi] n
repent beruba [bə.ɾu.ba] v
round bulat [bu.lat] adj
roughly agak agak [a.ɡaʔ a.ɡaʔ] (agak) adv
reminisce kenang [kə.naŋ] v
run lari [la.ɾi] v
respect hormat [hoɾ.mat] (var. ormat) v; ormat [oɾ.mat]
v
S
sad sedéh [sə.deh] adj
saliva lio [ljo] n
salt garam [ɡa.ɾam] n
safe selamat [sə.la.mat] adj
504
salty asin [a.sin] adj der. asién asin comp. mulot asin
same sama 1 [sa.ma] adj
sand paser [pa.seɾ] n
short katék [ka.teʔ] adj; péndék [pen.deʔ] adj
shoulder bahu [ba.hu] (var. bau) n shoulder shoulder; bau
[baw] n
shout pekék [pə.keʔ] v
satisfied kamwan [kam.wan] adj
satisified feeling shiok 1 [ʃjoʔ] adj
show tunjok [tun.dʒoʔ] v
say kata [ka.ta] v
sibling adék 1 [a.deʔ] n (der. adék beradék)
saute spices tumis [tu.mis] v
shy segan [sə.ɡan] adj comp. buang segan
school sekolah [sə.ko.lah] n
siblings adék beradék 1 [a.deʔ bə.ɾa.deʔ ] (der. of adék)
scratch gerong [ɡə.ɾoŋ] v
sick sakit [sa.kit] adj
n (comp. pangkat adek beradek)
scold maki [ma.ki] v
side belah [bə.lah] prep ; tepi 1 [tə.pi] n ; tepi 2 [tə.pi]
adv
sign tanda [tan.da] n (comp. tanda mata)
sea laut 1 [lawt] n
season musim [mu.sim] n
second father tio-tio 2 [tjo-tjo] n
second mother mak-yi [maʔ-ji] (comp. of mak, yi 2) n
see nampak [nam.paʔ] v; téngok [te.ŋoʔ] v
seed bijik 2 [bi.dʒiʔ] n (comp. bijik mata)
seems macham 2 [ma.tʃam] adv; amcham (comp. of apa
cham), (comp. apa macham, contr. cham 2)
silent senyap [səɲap] adj
similar to bagi [ba.ɡi] adv
sing menyanyi [mə.ɲa.ɲi] (var. nyanyi) v; nyanyi [ɲa.ɲi]
v
singe siut [sjut] v
sink tenggelam [təŋ.ɡə.lam] v
seldom jarang [dʒa.ɾaŋ] adv
sit dudok 1 [du.doʔ] v
self sendiri [sən.di.ɾi] n
six enam [e.nam] cardnum six six; lak [laʔ] cardnum
selfish auban [aw.ban] adj
skin kulit [ku.lit] n
sell (coarse) jual [dʒwal] v
skirt kun 1 [kun] n
sell (refined) juair [dʒwɛ] v
sky langit [la.ŋit] n
serious bengis 2 [bə.ŋis] adj
sky-deity (Jade Emperor) ti-gong [ti-ɡoŋ] n
seven chit [tʃit] cardnum; tujoh [tu.dʒoh] cardnum
sleep tidor [ti.doɾ] v
sew jait [dʒajt] v
sleepy mengantok 2 [me.ŋan.toʔ] v
shadow bayang [ba.jaŋ] n
slice iris [i.ɾis] v
shake gonchang [ɡon.tʃaŋ] v; goyang 2 [ɡo.jaŋ] v
slim ringan [ɾi.ŋan] adj (comp. mulot ringan)
sheep kambing 2 [kam.biŋ] n
sheet éla [e.la] (var. of helay) clf ; lay [le] (var. of helay);
helay [hə.le] clf
slippers terompak [tə.ɾom.paʔ] n
slow pelan [pə.lan] adj (comp. pelan pelan)
slowly pelan pelan [pə.lan pə.lan] (der. of pelan) adv
ship (coarse) kapal [ka.pal] n
small kechik [kə.tʃiʔ] adj (comp. buang ayé kechik)
ship (refined) kapair [ka.pɛ] n ship
small and round bijik 1 [bi.dʒiʔ] clf (comp. bijik mata)
shiver mengintar [mə.ŋin.taɾ] v
small clock aloji 1 [a.lo.dʒi] n
shock kejut [kə.dʒut] adj
smashed up nua [nwa] adj
shoe kasot [ka.sot] n
smell ba'u [ba.ʔu] n
shop keday [kə.de] n
smelly busok [bu.soʔ] adj (comp. ati busok, comp. mulot
505
busok)
smile senyum 1 [sə.ɲum] v; senyum 2 [sə.ɲum] n
stay (refined) tinggair 2 [tiŋ.ɡɛ] v
steam kukus [ku.kus] v
smooth lichin [li.tʃin] adj
sticky melekat [mə.lə.kat] adj
smoke asap [a.sap] n
step on pinjak [pin.dʒaʔ] v
snake (coarse) ular [u.laɾ] n snake
still lagik 2 [la.ɡiʔ] adv
snake (refined) uluair 1 [u.lɛ] n
stingy kiam [kjam] adj
snap patah [pa.tah] v
stomach perot 2 [pə.ɾot] n; purot [pu.ɾot] n
soft lembéh [ləm.beh] adj
story cherita [tʃə.ɾi.ta] n
socks boik [bojk] n
stone batu 2 [ba.tu] n
soil tanah 1 [ta.nah] n
straight terus [tə.ɾus] adj
some berapa 2 [bə.ɾa.pa] adv
somewhat salty asién asin [a.sjen asin] (der. of asin) adj
straightaway langsong [laŋ.soŋ] adv
Straits-born Chinese Peranakan [pə.ɾa.na.kan] n
son ba [ba] (contr. of Baba) n; Baba 2 [ba.ba] n
strangle chekék [tʃə.keʔ] v
son-in-law kiasai 1 [kjasaj] n
stretch upon waking up buang segan [bwaŋ sə.ɡan]
song lagu [la.ɡu] n
streetwise cherdék [tʃəɾ.deʔ] adj
sorrow pilu [pi.lu] n
(comp. of buang, segan) v
sound bunyi [bu.ɲi] n
strike pukol 2 [pu.kol] v
sour asam 2 [a.sam] adj
stubborn degil [də.ɡil] adj
soup sup [sup] n
strong kuat [kwat] adj
sour plums sengbuay [səŋ.bwe] n
stupid bodoh [bo.doh] adj (comp. buat bodoh); gorblok
speak chakap [tʃaj.kap] v
[ɡɔ.bloʔ] adj
spend belanja 1 [bə.lan.dʒa] v
stylised dance jogét [dʒo.ɡet] v
splurge gaya [ɡa.ja] v
subjected to kena 2 [kə.na] v
stylish lawa [la.wa] adj
spice paste (for papaya soup) titék [ti.teʔ] n
spoilt rosak [ɾo.saʔ] adj
sugar gula [ɡu.la] n
spoon séndok [sen.doʔ] n
suitable hak [haʔ] adj
squinty juling [dʒu.liŋ] adj (comp. mata juling)
sun dry gemoh [ɡə.moh] v
spring roll with turnip popiah [po.pjah] n
sun mata ari [ma.ta a.ɾi] (comp. of mata, ari) n
stab tikam 1 [ti.kam] v
superstitious pantang [pan.taŋ] adj
stage panggong [paŋ.ɡoŋ] n
supple lembut [ləm.but] adj
surprised peranjat [pə.ɾan.dʒat] adj (comp. terperanjat)
stairs tangga 2 [taŋ.ɡa] n
sweep sapu [sa.pu] v
stale basi [ba.si] adj
stand diri [di.ɾi] v
star bintang [bin.taŋ] n
sweet manis [ma.nis] adj (comp. mulot manis)
sweet dessert of thick coconut milk with banana chunks
pengat [pə.ŋat] n
stay (coarse) tinggal 2 [tiŋ.ɡal] v stay
swim berenang [bə.ɾə.naŋ] v
standard baku [ba.ku] adj
sweetheart mata ayé [ma.ta a.je] (comp. of mata, ayé) n
stay dudok 2 [du.doʔ] v
Syzygium fruit (pink) jambu [dʒam.bu] n
506
T
table méja [me.dʒa] n; tok [toʔ] n
threat gertak [ɡəɾ.taʔ] (var. gretak) v; gretak [ɡɾə.taʔ] v
three sa [sa] cardnum; tiga [ti.ɡa]
tail buntot 1 [bun.tot] n
throw buang [bwaŋ] v (comp. buang ayé, comp. buang
take amék [a.meʔ] v
take care of someone or something jaga 2 [dʒa.ɡa] v
ayé besair, comp. buang ayé kechik, comp. buang
tamarind asam 1 [a.sam] n
buang sebelah, comp. buang segan, comp. buang
tall tinggi [tiŋ.ɡi] adj
buang, comp. buang mata, comp. buang mulot, comp.
tame jinak [dʒi.naʔ] adj
tebiét)
tapioca ambun [am.bun] n
throw tantrum buang tebiét [bwaŋ tə.bjet] (comp. of
tasteless (coarse) tawar [ta.waɾ] adj
tickle geléték [ɡə.le.teʔ] v (comp. naik geléték)
tea téh [teh] n
tidy (refined) kemair [kə.mɛ] v
buang, terbiat) v
taste chobak [tʃo.baʔ] v
tasteless (refined) tawair [ta.wɛ] adj
tidy (coarse) kemas [kə.mas] v tidy
teach (coarse) ajar [a.dʒaɾ] v
tie ikat [i.kat] v
tiger arimo [a.ɾi.mo] (var. of harimo) n ; harimo
teach (refined) ajair [a.dʒɛ] v
teak jati 1 [dʒa.ti] n
[ha.ɾi.mo] n
time jam 1 [dʒam] n; kala [ka.la] n (comp. sinjakala); kali
tell bilang [bi.laŋ] v
tell a lie bédék [be.deʔ] v
[ka.li] n
ten chap [tʃap] cardnum (id. ati it gor it chap); puloh
tired penat [pə.nat] adj to twist one's foot peléchok
[pə.le.tʃoʔ] v
[pu.loh] cardnum
ten (coarse) belas [bə.las] cardnum
to water plants renjis [ɾən.dʒis] v
terrible terok [tə.ɾoʔ] adj
tomorrow bésok [be.soʔ] adv
that itu [i.tu] dem (contr. tu)
too terlalu [tə.la.lu] adv
ten (refined) belair [bə.lɛ] cardnum
toilet chiwan [tʃi.wan] n
thank you kamsiah [kam.sjah] interj
tongue lidah [li.dah] n
there [sa.na] adv
tooth gigi [ɡi.ɡi] n
thick (describing liquid) [pə.kat] adj
top atas [a.tas] prep
thing barang [ba.ɾaŋ] n
tortoise ku 1 [ku] n; kura-kura [ku.ɾa-ku.ɾa] n
thirsty a'us 1 [a.ʔus] (var. of ha'us) adj; ha'us 1 [ha.ʔus]
adj
this ini [i.ni] dem (contr. ni)
touch raba [ɾa.ba] v
thin kurus [ku.ɾus] adj
torn koyak [ko.jaʔ] adj
think ingat 2 [i.ŋat] v; pikay [pi.ke] v; rasa 2 [ɾa.sa] v
toss lambong [lam.boŋ] v
thousand ribu [ɾi.bu] cardnum
TR -kan [kan]
traditional blouse kebaya [kə.ba.ja] n
traditional cakes kuéh [kweh] n . (comp. kuéh-yi)
threadfin fish kuro [ku.ɾo] n
traditional Peranakan elder bok-bok [boʔ-boʔ] (contr. of
507
embok-embok) n ; embok-embok [əm.boʔ-əm.boʔ] n
traffic junction sempang [səm.paŋ] n
turn over balék 2 [ba.leʔ] v
turnip bangkuang [baŋ.kwaŋ] n
treat belanja 2 [bə.lan.dʒa] v
twisted béngok [be.ŋoʔ] adj (comp. mulot béngok)
transfer salin [sa.lin] v
turtle labi-labi [la.bi-la.bi] n
twisted mouth mulot béngok [mu.lot be.ŋoʔ] (comp. of
tree pokok [po.koʔ] n
tremble (coarse) bergetar [bəɾ.ɡə.taɾ] v
mulot, béngok) n
two dua [dwa] cardnum; ji [dʒi] cardnum
tremble (refined) bergetair [bəɾ.ɡə.tɛ] v
true betol 2 [bə.tol] adj
type of noodles kolomi [ko.lo.mi] n
trust perchaya [pəɾ.tʃa.ja] v
turn bélok [be.loʔ] v; pusing 2 [pu.siŋ] v
U
ugly burok [bu.ɾoʔ] adj
unlucky suay [swe] adj (comp. buat suay)
unripe terbantot [təɾ.ban.tot] adj
umbrella payong [pa.joŋ] n
unbleached cotton outfit used for mourning belachu
[bə.la.tʃu] n
uncontrollable mouth mulot gatair [mu.lot ɡa.tɛ] (comp.
until sampay 1 [sam.pe] prep
upstairs loténg [lo.teŋ] adv
urinate buang ayé kechik [bwaŋ a.je kə.chiʔ] (comp. of
buang, ayé, kechik) v ; buang ayé [bwaŋ a.je] (comp.
of mulot, gatair) n
of buang, ayé) v
under bawah [ba.wah] prep
under the influence of black magic kunang [ku.naŋ] adj
use guna 1 [ɡu.na] v ; guna 2 [ɡu.na] n ; pakay 2 [pa.ke]
unhappy kéksim [keʔ.sim] adj
used to it biasa [bja.sa] adj
understand reti [ɾə.ti] v
v ; pasang 1 [pa.saŋ] v
V
vegetables sayor [sa.jor] n
village kampong [kam.poŋ] n
very sangat [sa.ŋat] adv v; sekali 1 [sə.ka.li] adv
W
walk jalan [dʒa.lan] v (comp. tengah jalan)
walking stick tongkat [toŋ.kat] n
waist pinggang [piŋ.ɡaŋ] n
wait tunggu [tuŋ.ɡu] v
wall témbok [tem.boʔ] n
wake mangun [ma.ŋun] v
508
want mo [mo] v
interrog why
wife bini [bi.ni] n
wart mata ikan [ma.ta i.kan] (comp. of mata, ikan) n
wildness liar [ljaɾ] n
wash chuchi [tʃu.tʃi] v
win menang [mə.naŋ] v
water ayé [a.je] n (comp. buang ayé, comp. buang ayé
wind angin [a.ŋin] n
besair, comp. buang ayé kechik, mata ayé)
window menjéla [mən.dʒe.la] n
water spinach kangkong [kaŋ.koŋ] n
Winter Solstice tangchék [taŋ.tʃeʔ] n
wear pakay 1 [pa.ke] v
with sama 3 [sa.ma] prep
wedding gift exchange ceremony lapchai [lap.tʃaj] n
withstand tahan [ta.han] v
week minggu [miŋ.ɡu] n
wonder héran [he.ɾan] v
weigh timbang [tim.baŋ] v
wood kayu [ka.ju] n
what apa [a.pa] interrog (comp amcham, comp. apa
work kerja 1 [kəɾ.dʒa] (var. kreja) v; kerja 2 [kəɾ.dʒa]
cham, comp. apa macham, comp. apa pasal, contr. apa
(var. kreja) n; kreja 1 [kɾə.dʒa] v; kreja 2 [kɾə.dʒa] n
sair)
world dunya [du.ɲa] n (comp. mulot dunya)
when bila [bi.la] adv
worn out ha'us 2 [ha.ʔus] (var. a'us) adj; a'us 2 [a.ʔus] adj
where mana 1 [ma.na] interrog
worry kuatay [kwa.te] v
which mana 2 [ma.na] interrog
wound luka 2 [luka] n
whirl pusing 1 [pu.siŋ] v
wounded luka 1 [luka] adj
whisper memisék [mə.mi.seʔ] v
wring perah [pə.ɾah] v
white putéh [pu.teh] adj
wrist watch aloji 2 [a.lo.dʒi] n
who siapa [sja.pa] interrog
write tulis [tu.lis] v
why (coarse) apa pasal [a.pa pa.sal] (comp. of apa, pasal)
interrog
why (refined) apa sair [a.pa sɛ] (contr. of apa, sair 1)
wrong salah 2 [sa.lah] adj
Y
yawn mengantok 1 [mə.ŋan.toʔ] v
year taoun [ta.own] n
yellow kuning [ku.niŋ] adj
yes ya [ja] interj
young mudah [mu.dah] adj
younger sibling adék 2 [a.deʔ] n (der. adék beradék)
younger siblings adék beradék 2 [a.deʔ bə.ɾa.deʔ ] (der. of adék) n
youngest (only for familial relations) bongsu [boŋ.su] adj
509
Appendix D: Sociophonetics
Post-listening questionnaire
1. Do you have any known auditory impairment? YES
NO
2. What is your age? _______
3. What is your gender?
FEMALE
MALE
4. Rate your proficiency in Baba Malay from 1 to 5, 1 extremely weak, 5 being extremely
proficient.
1
2
3
4
5
5. What language(s) did you speak from birth? (Circle the appropriate response(s))
a. Baba Malay
b. English
c. Mandarin
d. Bahasa Melayu
e. Tamil
f. Hokkien
g. Teochew
h. Cantonese
i. Hakka
j. Other(s):______________________
6. What are other languages that you speak? (Circle the appropriate response(s))
a. Baba Malay
b. English
c. Mandarin
d. Bahasa Melayu
e. Tamil
f. Hokkien
g. Teochew
h. Cantonese
i. Hakka
j. Other(s):______________________
510
7. What are the other languages that you understand? (Circle the appropriate response(s))
a. Baba Malay
b. English
c. Mandarin
d. Bahasa Melayu
e. Tamil
f. Hokkien
g. Teochew
h. Cantonese
i. Hakka
j. Other(s):______________________
8. If you have children, would you want your children to speak Baba Malay?
YES NO
9. If a person does not speak Baba Malay, can that person be Peranakan?
YES NO
10. Do you feel that Baba Malay is endangered?
YES NO
11. Are you worried that Baba Malay is endangered?
YES NO
END OF POST-LISTENING QUESTIONNAIRE
511
Responses to fillers
1. Is this person speaking BM?
(Absolute responses)
350
314
310
302
300
250
200
194
150
100
46
50
18
10
6
0
Clearly Baba Malay
Singapore English
Yes
Baba Malay spoken
by Americans
English spoken by
Americans
No
Figure 34: Responses to fillers for the question ‘Is this person speaking Baba Malay?’
2. Does this person have many close friends who
are not Peranakan? (Absolute responses)
350
304
302
304
300
250
182
200
150
100
58
50
18
16
16
0
Clearly Baba Malay
Singapore English
Yes
Baba Malay spoken
by Americans
English spoken by
Americans
No
Figure 35: Responses to fillers for the question ‘Does this person have many close friends who
are not Peranakan?
512
3. Is this person likely to take part in activities at
the Peranakan Association or the Gunong Sayang
Association? (Absolute responses)
350
300
250
200
184
150
100
56
50
9
8
5
0
Clearly Baba Malay
Singapore English
Yes
Baba Malay spoken
by Americans
English spoken by
Americans
No
Figure 36: Responses to fillers for the question ‘Is this person likely to take part in activities at
the Peranakan Association or the Gunong Sayang Association?
4. Is this person well-educated?
(Absolute responses)
350
282
300
250
200
135
150
100
211
185
172
109
68
38
50
0
Clearly Baba Malay
Singapore English
Yes
Baba Malay spoken
by Americans
English spoken by
Americans
No
Figure 37: Responses to fillers for the question ‘Is this person well-educated?
513